Pedagogies of Possibility in a Post-Pandemic Classroom

by Digital Learning @ DTEI | Jun 3, 2024 | Digital Learning Blog

Educators everywhere remember the pandemic as a period of cataclysmic upheaval, the effects of which are still being felt today. For many longtime educators like me, the events of 2020 meant not just a sudden switch to new modalities but also a reexamination of what we had been doing all along. Then, as now, one of my primary roles at UCI involved teaching large GE lecture courses for the School of the Arts, much as I had done since my community college years before joining UCI in the 1990s. It was because I was teaching such a large, 400-student courses that I was among a handful of instructors given special instruction from DTEI as the shutdown and rapid switch to remote instruction unfolded.

To my surprise, I found that many recent advances in evidence-based teaching practice confirmed the validity of homegrown methods I had long been using. Many of them were outgrowths of the mainstream progressive schooling movements of the early twentieth century. Others, however, can be traced to the more complex and civics-oriented territory of “critical pedagogy,” which places significant theoretical emphasis on the distinction between instructor-centered, passive learning and student-centered, active learning approaches. Inclusive teaching practices have also gained prominence, recognizing the diverse needs and backgrounds of learners. While these methodologies seem innovative and cutting-edge today, their roots can be traced back to the fertile ground of critical pedagogy.

Critical pedagogy, as developed by Brazilian expatriate Paulo Freire in the mid-20th century, is not merely a teaching method; it is a philosophy of education. Freire is perhaps best known for critiquing what he termed the traditional “banking model” of education, in which students serve as passive vessels into which teachers deposit the currency of knowledge.¹ Instead, Freire offered a “pedagogy of possibility” emphasizing empowerment, dialogue, reflection, and problem-solving. Students become co-creators of knowledge, actively engaging with the material, and analyzing its social, political, and historical contexts. This aligns seamlessly with the core principles of active learning.

Contemporary active learning methodologies, such as flipped classrooms, problem-based learning, and collaborative learning activities, all share this student-centered approach. They move away from passive lectures, pushing students to analyze, synthesize, and apply knowledge. In a flipped classroom, for example, students engage with introductory material outside of class, allowing in-person sessions to focus on deeper discussion and application. This resonates with Freire’s concept of “problem-posing education,” where students grapple with real-world issues and analyze their root causes.

I first became aware of critical pedagogy in the 1980s when I was researching activist arts groups working in New York City schools. With little knowledge of education at the time, I found myself wandering through a university library and stumbling upon a book by Henry A. Giroux entitled Education Under Siege, which discussed the vital role of education in preparing citizens to knowledgeably participate in a democracy.² Later, I would pursue graduate studies with Giroux, who, along with Freire, published my first book, Cultural Pedagogy: Art/Education/Politics.³This work was one of the first to propose that media, art, and technology serve educational functions in society and everyday life. Just beginning to teach at the time, I naturally incorporated these principles into my courses, and I continue to do so today.

What drew me to critical pedagogy was its emphasis on questioning power dynamics in the classroom. Traditional classrooms can reinforce existing power structures, with the teacher holding all the knowledge and authority. Critical pedagogy encourages students to question these structures, critically analyze the information presented, and develop their own viewpoints. This aligns perfectly with the growing acceptance of inclusive teaching practices, which aim to dismantle these very hierarchies.

Inclusive teaching recognizes the diverse backgrounds, learning styles, and experiences students bring to the classroom. It seeks to create a learning environment where every student feels valued, respected, and capable of success. This can involve employing diverse teaching methods, providing multiple pathways to mastery, and fostering an atmosphere of collaboration and peer support. Critical pedagogy’s focus on dialogue and questioning existing power structures is a cornerstone of inclusive teaching. By encouraging students to voice their perspectives and analyze underlying biases, critical pedagogy empowers students to advocate for themselves and their peers, ultimately creating a more inclusive learning environment.

Furthermore, critical pedagogy fosters an awareness of social justice issues. Courses grounded in critical pedagogy often explore topics concerning inequality, oppression, and power dynamics. This critical lens is essential for inclusive teaching. By encouraging students to examine these issues, we equip them with the tools to recognize potential biases in the curriculum or classroom interactions, and advocate for a more equitable learning environment.

However, the influence of critical pedagogy extends beyond shared goals and methodologies. It has also served as a critical springboard for contemporary discussions about authority in the classroom. Critical pedagogy challenged the traditional view of the professor as all-knowing. This has paved the way for a more collaborative learning environment where students are seen as active participants in the learning process. This shift has further contributed to the development of active learning methodologies, where the focus is on student-driven exploration and application of knowledge.

It’s important to acknowledge that both active learning and inclusive teaching have evolved beyond simply mimicking Freire’s ideas. They have incorporated insights from other educational philosophies and adapted to the changing needs of learners and the complexities of the digital age. However, the core principles of critical pedagogy—student participation, questioning authority, and exploring power dynamics—remain fundamental to both movements. As we continue to strive for more engaging and equitable learning environments, it remains important to acknowledge the foundational role that critical pedagogy has played, and continues to play, in shaping a truly transformative educational experience.

¹ Paulo Freire, Pedagogy of the Oppressed, 50th Anniversary Edition (New York and London: Bloomsbury 2018).

² Henry A. Giroux and Stanley Aronowitz, Education Under Siege: The Conservative, Liberal, and Radical Debate Over Schooling Attack on Education (New York and London: Routledge, 1987).

³ David Trend, Cultural Pedagogy: Art/Education/Politics (New York: Bergin & Garvey, 1992).

Educators everywhere remember the pandemic as a period of cataclysmic upheaval, the effects of which are still being felt today. For many longtime educators like me, the events of 2020 meant not just a sudden switch to new modalities but also a reexamination of what we had been doing all along. Then, as now, one of my primary roles at UCI involved teaching large GE lecture courses for the School of the Arts, much as I had done since my community college years before joining UCI in the 1990s. It was because I was teaching such a large, 400-student courses that I was among a handful of instructors given special instruction from DTEI as the shutdown and rapid switch to remote instruction unfolded.

To my surprise, I found that many recent advances in evidence-based teaching practice confirmed the validity of homegrown methods I had long been using. Many of them were outgrowths of the mainstream progressive schooling movements of the early twentieth century. Others, however, can be traced to the more complex and civics-oriented territory of “critical pedagogy,” which places significant theoretical emphasis on the distinction between instructor-centered, passive learning and student-centered, active learning approaches. Inclusive teaching practices have also gained prominence, recognizing the diverse needs and backgrounds of learners. While these methodologies seem innovative and cutting-edge today, their roots can be traced back to the fertile ground of critical pedagogy.

Critical pedagogy, as developed by Brazilian expatriate Paulo Freire in the mid-20th century, is not merely a teaching method; it is a philosophy of education. Freire is perhaps best known for critiquing what he termed the traditional “banking model” of education, in which students serve as passive vessels into which teachers deposit the currency of knowledge.¹ Instead, Freire offered a “pedagogy of possibility” emphasizing empowerment, dialogue, reflection, and problem-solving. Students become co-creators of knowledge, actively engaging with the material, and analyzing its social, political, and historical contexts. This aligns seamlessly with the core principles of active learning.

Contemporary active learning methodologies, such as flipped classrooms, problem-based learning, and collaborative learning activities, all share this student-centered approach. They move away from passive lectures, pushing students to analyze, synthesize, and apply knowledge. In a flipped classroom, for example, students engage with introductory material outside of class, allowing in-person sessions to focus on deeper discussion and application. This resonates with Freire’s concept of “problem-posing education,” where students grapple with real-world issues and analyze their root causes.

I first became aware of critical pedagogy in the 1980s when I was researching activist arts groups working in New York City schools. With little knowledge of education at the time, I found myself wandering through a university library and stumbling upon a book by Henry A. Giroux entitled Education Under Siege, which discussed the vital role of education in preparing citizens to knowledgeably participate in a democracy.² Later, I would pursue graduate studies with Giroux, who, along with Freire, published my first book, Cultural Pedagogy: Art/Education/Politics.³ This work was one of the first to propose that media, art, and technology serve educational functions in society and everyday life. Just beginning to teach at the time, I naturally incorporated these principles into my courses, and I continue to do so today.