A Modest Critical Pedagogy for English as a Foreign Language Education


  • Mi Kyong Kim Adjunct Professor Sunchon National University, English Suncheon, South Jeolla Province, KR
  • Vikki Ann Pollard Deakin University, Deakin Learning Futures Burwood Hwy Burwood BC Level 7 Melbourne, VIC, AUS 3167 0400064202




critical pedagogy, English as a Foreign Language, resistance, South Korea


This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a “modest critical pedagogy†(Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an explicit part of the curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on “what we expect students to do and what we as educators do†(Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential.


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How to Cite

Kim, Mi Kyong, and Vikki Ann Pollard. 2017. “A Modest Critical Pedagogy for English As a Foreign Language Education”. Education As Change 21 (1):50-72. https://doi.org/10.17159/1947-9417/2017/492.



Received 2015-10-19
Accepted 2016-09-25
Published 2017-07-19