Introduction to Critical Pedagogies
This section of the guidebook is intended to acquaint you with some practices that, in different ways, center marginalized individuals and communities. It is not an exhaustive list of critical pedagogies, but an introduction to several key approaches that reflect a commitment to challenging monolithic portrayals of culture and providing broader perspectives on the purpose of language learning. We summarize each approach briefly, outline some of the changes to your teaching practice this approach would require, and provide resources for further reading.
Before we dive into the individual approaches, we want to briefly discuss the spirit of DEI that unites them all. DEI, or Diversity, Equity, and Inclusion, is an umbrella term that covers a wide variety of approaches to the teaching of language, with the common thread being a concern for a fair and just treatment of both the content and the learners themselves.[1]
As we will outline below, you can choose how deeply to delve into the topic and, thus, how much choosing to be more inclusive will change your teaching practices. Some pedagogies may feel more comfortable to implement than others. The key to success with any of them, however, is to remember that each involves not only materials but also—and just as importantly—the students in the classroom. As Sark writes, this pedagogy is “relational,” and “constitute[s] a process of building relationships between people and knowledge, by fostering a learning community that includes people with many diverse backgrounds and varying perspectives.” [2] As we’ve stated before, this stance is not new in language pedagogy, but rather an extension of traditional humanistic values in a liberal arts education.
- Our understanding of DEI was informed by the definition given by Kelly Hogan and Viji Sathy in their book Inclusive Teaching: Strategies for Promoting Equity in the College Classroom, who define DEI in relation to students thus:
- “Diversity describes the ways students are similar and different from one another. A diverse population doesn’t mean the learning environment is automatically inclusive.
- Equity is the goal we strive to reach, in which all learners start by having access to the same opportunities. But access is not enough. Equity requires naming and dismantling systems, structures, and oppressive forces that act as barriers for some students more than others. When we work to remove barriers, more individuals can succeed. This is an ongoing process.
- Inclusion describes a culture in which all learners feel welcome, valued, and safe, and it requires intentional and deliberate strategies.”
- Katrina Sark, “Editor’s Introduction,” in Social Justice Pedagogies: Multidisciplinary Practices and Approaches, ed. Katrina Sark (University of Toronto Press, 2023), 4. ↵
