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ABSTRACT
This study explores whether critical pedagogy is viable for meeting the goals of the Malaysia Education Blueprint (MEB) 2015–2025. The MEB has a particular focus on societal improvement and the authors suggest that critical pedagogy should be considered as a way of teaching as it specifically aligns with the aims of government policy. However, there is uncertainty about how critical pedagogy might be enacted in the Malaysian higher education context because it is difficult to understand and practise. The authors interviewed English language critical pedagogues from various countries about their experiences and found four common themes across all cultures. These were: co-construction of knowledge between teacher and student; new levels of trust; the use of problem-posing techniques; and evaluation of teaching and the student experience. These findings provide a guide to practice and the authors conclude that for critical pedagogy to gain acceptance across Malaysia, consideration needs to be given to changing prevailing cultural norms, the strict social order, as well as the political landscape of the country.
Acknowledgments
The authors would like to thank the anonymous referees who gave much thought to their arguments and provided guidance to strengthen this article.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Joanna Joseph Jeyaraj
Joanna Joseph Jeyaraj, is currently a Senior Lecturer in the Facultyof Social Science and Humanities, Tunku Abdul Rahman UniversityCollege, Malaysia.
Tony Harland
Tony Harland, is Professor of Higher Educationand Head of Department, Higher Education Development Centre,University of Otago, New Zealand. He also lecturers in ecology andChairs the University Ecology Board of Studies.