Ulsan National University of Science & Technology
In 1968, Brazilian educational theorist Paolo Freire called for a new approach to teaching. By employing what he referred to as a “critical pedagogy,” teachers can transform their classrooms into forums for student empowerment and social change. In a critical pedagogy classroom, educators put students on a path toward finding their own voices on complex issues that affect their daily lives. Students trace social inequalities to their root causes, identify how these issues impact their own communities, and advocate for action that ensures a more just, inclusive tomorrow.
Since the 1970 English translation of Freire’s Pedagogy of the Oppressed, both it and subsequent texts on critical pedagogy have become ubiquitous in teacher education programs. Many linguists and educators have expanded on this framework to adopt it for the EFL classroom. Although research on critical pedagogy in Korean contexts is limited, Crookes (2010) has found that Korean high school and university students welcome opportunities to engage in critical, non- authoritarian dialogues with their teachers despite stereotypes about East Asian cultures. Furthermore, Ooiwa-Yoshizawa (2012) argues, critical EFL educators ought to highlight changing norms in English language usage, as well as heighten student awareness of marginalized populations’ lived experiences, through classroom activities. DeWaelsche (2015) echoes these sentiments, finding that Korean university students will successfully overcome perceived socio-cultural limitations to critical dialogue, thereby developing critical thinking skills.
Participants in this workshop will explore ways to use critical pedagogy in their classrooms. Through collaborative activities, participants will brainstorm and create sample lessons that utilize this approach.
Born in Mexico and educated in the United States, Luis R. Caballero has been teaching English & Spanish languages for ten years in high schools, universities, non-profits, and corporations around the world. Luis holds a Bachelors degree in speech & linguistics, as well as a Masters in higher education. His research interests include language pragmatics, intercultural communication, and organizational behavior.
Luis has been in Korea since late 2014. He currently lives in Ulsan and is a language instructor at the Ulsan National Institute of Science & Technology (UNIST). Luis is also an active council member for KOTESOL’s Busan-Gyeongnam Chapter.