This thesis explores the complexities and intricate nature of Critical Pedagogical theory and practice. Using an autoethnographic methodology and a framework of Critical Pedagogy, I reflect upon my own notions of criticality throughout my student teaching experience. These reflections are in relation to three key elements of Critical Pedagogy: Critical Consciousness, Dialogue, and Student Power.
I also respond to these experiences in an effort to more thoroughly understand these notions, their implications, and how they have changed throughout the course of this research. The purpose of this research is to engage in a self-examination of my thoughts and actions as a critical educator, both past and present, and to (re)envision these in an effort to promote transformative pedagogy.
This document suggests that Critical Pedagogy is and ever-changing and ongoing process of self-reflection, exploration, and invalidation. It also suggests that Critical Pedagogy can be/is a site of struggle, as well as of personal and pedagogical growth.