Abstract
Critical pedagogy has emerged as a transformative approach to education that challenges the
traditional transmission model of teaching and promotes a dialogic, reflective, and socially
responsive learning process. Rooted in the philosophical ideas of Paulo Freire, this pedagogical
framework emphasizes the development of critical consciousness, empowering students to question
the structures of power, inequality, and domination that shape their lived realities. In the context of
the 21st century, characterized by globalization, digitalization, multiculturalism, and rapidly
changing socio-economic landscapes, critical pedagogy has gained renewed relevance as educators
strive to prepare students for active citizenship and social justice-oriented participation. The abstract
explores how critical pedagogy transcends conventional teaching methods by positioning education
as a political and ethical act that seeks to transform both the learner and society. The relevance of
this approach lies in its commitment to equity, dialogue, participatory learning, and empowerment—
principles that directly respond to the challenges of contemporary classrooms marked by diversity,
digital divide, and socio-economic disparities. As classrooms become increasingly globalized and
mediated by technology, the need for critical literacy, empathy, and reflective engagement becomes
more pressing. This paper examines how critical pedagogy aligns with the goals of 21st-century
education, fostering learners who are capable of questioning dominant narratives, engaging in
democratic discourse, and contributing to the construction of a more humane world. It further argues
that the application of critical pedagogy in present-day educational systems provides a counternarrative
to neoliberal policies that commodify education, offering instead an emancipatory vision
where learning becomes a process of liberation and social transformation.
traditional transmission model of teaching and promotes a dialogic, reflective, and socially
responsive learning process. Rooted in the philosophical ideas of Paulo Freire, this pedagogical
framework emphasizes the development of critical consciousness, empowering students to question
the structures of power, inequality, and domination that shape their lived realities. In the context of
the 21st century, characterized by globalization, digitalization, multiculturalism, and rapidly
changing socio-economic landscapes, critical pedagogy has gained renewed relevance as educators
strive to prepare students for active citizenship and social justice-oriented participation. The abstract
explores how critical pedagogy transcends conventional teaching methods by positioning education
as a political and ethical act that seeks to transform both the learner and society. The relevance of
this approach lies in its commitment to equity, dialogue, participatory learning, and empowerment—
principles that directly respond to the challenges of contemporary classrooms marked by diversity,
digital divide, and socio-economic disparities. As classrooms become increasingly globalized and
mediated by technology, the need for critical literacy, empathy, and reflective engagement becomes
more pressing. This paper examines how critical pedagogy aligns with the goals of 21st-century
education, fostering learners who are capable of questioning dominant narratives, engaging in
democratic discourse, and contributing to the construction of a more humane world. It further argues
that the application of critical pedagogy in present-day educational systems provides a counternarrative
to neoliberal policies that commodify education, offering instead an emancipatory vision
where learning becomes a process of liberation and social transformation.