"Critical Pedagogy: A Look at the Major Concepts" by Peter McLaren

     McLaren reminds us that critical theorists’ premise is “men and women are essentially unfree and inhabit a world rife with contradictions and asymmetries of power and privilege.” (61) Dialectical theory seeks out those contradictions. It transforms the classroom, from just a place of learning to a place of empowerment. We don’t just manufacture the next generation of good capitalist citizens that stay in their social class. Hopefully, we give them opportunity to rise above that. McLaren brings up how objective writing can either be “macro” and related to the skills they will need in a larger social context, or “micro” and only related as the content chosen for them. Freire was disturbed that students were fed information and never got to choose what they could learn. This is similar to “Micro” objectives. I think of my class with essay writing. Up to this point they have little experience with it and hate doing it. Each day or learning target revolves around the part of the essay we are teaching. They do not understand that it took them even longer to ever learn how to read, write a story, to add and subtract, or even ride a bike. It’s a process. Our graphic organizers help them with a step of the process. I say they will be writing essays for a long time and they tell me they will not. After high school, I don’t know if they will ever write an essay again. But I know they can use those writing skills and thinking skills to comment on something on Reddit.com. Maybe their job will require coherently written notes. But, teaching them essay writing is one tool we are using to help the rise above their generational socio-economic status. We just need to explain that.

     Why are some knowledge and constructions taught more than others to the majority over women and minorities? McLaren divides knowledge into three parts: “productive knowledge” (facts), “practical knowledge” (analyzing social situations), and “emancipatory knowledge” (how the other two are distorted by privilege and power). Culture is how a group of people see their situation and react to it. For many, that situation is of dependency and without the opportunities of the dominant culture. In the hidden curriculum, teachers unintentionally mold the students to the standards of society. McLaren uses the example that we often give male students more intellectual praise than female students. I have more female students in my accelerated class currently. I think in some ways, the tables have turned. Society is still set up with inequality everywhere. But new toys are created for female toddlers to enjoy construction. Women receive scholarships for the sciences. I think we can become intentional with those social lessons, to empower our students and create a higher level of equality.