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                                                                     Ibn Zohr University                                                                                                    [pic 1][pic 2]

                                                   Department of English Studies                                                                                

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                                 Realized by:

                            HICHAM ELMOUEDEN

                            OUSSAMA ERRAGUIG

  Supervised by:                                     Academic year:                        

Pr. HASNA BOUYA                                         2011-2012

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This Research Paper is lovingly dedicated to our respective parents who have been our constant source of inspiration. They have given us the drive and discipline to tackle any task with enthusiasm and determination. Without their love and support this project would not have been made possible, and I dedicate this research to our classmates for their support and believing that we would succeed, and we did it.

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We would like to acknowledge the contributions of the following group and individuals to the development of this research paper:

Our class peer research group for the cooperation and camaraderie.

We are also heartily thankful to our teacher, Mrs Hasna Bouya, for her encouragement, guidance and support from the initial to the final level enabled us to develop an understanding of the subject. Also to all English department teachers who helped us a long three years to get our degree.

We would like also to acknowledge our truly great friends Khadija Gouali, Hayda Elmoukhaiter, Rachid Gharib who had made available their support in a number of ways.

Lastly, we offer our regards and blessings to all of those who supported us in any respect during the completion of the project.

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                                 Introduction 

• What is critical pedagogy?

•   The foundations of critical pedagogy.

•   Concepts.

• Part 1 :

1. Why critical pedagogy matters today?

1. Location of possibility: Classroom.

1. Critical pedagogy and classroom interaction.

1. Education system as oppression in schools

1. Critical pedagogy:  Safe space and student speech power.

• Part 2 :

1. Methodology.

1. Participants.

1. Design.

1. Data collection.                

• Questionnaires :

• Analysis and Discussions.

• Reflections and recommendations.

        General Conclusion

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 Introduction:

        Critical Pedagogy is interested in relationships between language learner and social change. From these perspectives, language is not simply a mean of expression or communication; rather, it is practices that construct, and is constructed by the ways language learners understand themselves, their social environments, their histories, and their possibilities for the future.

        Critical Pedagogy is an educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connects knowledge to power and the ability to take constructive action, and democratic education. Paulo Freire has began to introduce this method of teaching literacy to the Brazilian peasantry. Writing in exile after the military coup of 1964, Freire attacked the banking method of education, whereby the- all knowing teacher makes deposits of knowledge into the empty heads of students, and propose the “culture circle” as an alterative method. It utilizes the student’s experiences as a legitimate form of knowledge, and developing a language of critique from those experiences. Ideally Freire’s politicized pedagogy would awaken in people a critical consciousness and the most imperative point is that freire elaborated a literacy method consisting of three major stages: investigation; in which the teacher gets to know the local community and discover its vocabulary universe of important words and generative themes. Thematization; which explores and contextualizes these generative themes, breaking words down into phonetic groups for reading and writing, problematization; which re-presents the themes as a political problem those demandes collective actions. This method offered a new view of literacy as reading not only the word but the world.

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