Revisiting the Tenets of Critical Pedagogy in Postmethod Pedagogy to Highlight the Concept of Intellectualism

Siavash Zokaeieh, Ebrahim Fakhri Alamdari


Postmethod pedagogy and critical pedagogy have influential roles in education and language teaching. A number of practitioners may claim to instruct based on the tenets of postmethod pedagogy, however, they may not be entirely aware of the oppositional intention and dynamicity of this model. This article aims at revisiting the tenets and constructing elements of critical pedagogy and Freire’s point of view vis-a-vis postmethod pedagogy and Kumaravadivelu’s developed model to enlighten the open-mindedness and dynamic perceptions of these interwoven approaches. Furthermore, some criticisms towards critical pedagogy and postmethod pedagogy are brought into consideration for better understanding of the relevance and the weaknesses. It is hoped that by bringing these two notions, teachers especially those who wish to use postmethod pedagogy in their setting become more aware of the intellectual priorities of critical pedagogy and postmethod pedagogy such as moving from banking model of education, absence of bias and deviation from predetermined and fixed frameworks in the classrooms.


Critical pedagogy, Postmethod pedagogy, Intellectualism, Tenets, Criticism

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