During my training as a citizenship teacher, I was introduced to critical pedagogy, an educational approach that urges students to critically examine society, question dominant narratives, and recognise the power structures shaping their lives.
It is rooted in the belief that education should not just impart knowledge but also foster critical thinking and encourage social change. This aligns well with the aims of citizenship education, which seeks to embed democratic engagement and empower young people as agents of change (McCowen, 2006).
However, as a teacher trainer responsible for organising and delivering training for trainee and early career teachers, I seldom get to mention critical pedagogy in my training sessions.
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