Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes

Abstract

Based on critical theory, the aim of this study is to introduce critical pedagogy (CP) to English language teachers in four higher education institutions in Oman via an action research methodology. Eventually, the ultimate purpose of this study is to create a change by raising teachers' awareness of CP.Although CP cannot be reduced to a monolithic body of discourse, through a review of literature, unified principles have been put forward by various critical educators that shape this study: (1) the political nature of education, (2) the nature of knowledge, (3) education for empowerment, (4) education for transformation, (5) integrating the world into the classroom, and (6) the meaning of 'critical' within CP framework. The interventions of this study are an article which is sent to teachers and a workshop on CP which is conducted for 160 English language teachers in the four colleges. The study implements semistructured interviews with 15 teachers to elicit how teachers define CP and what are their attitudes towards it. The findings reveal that teachers define CP in different ways and they have various attitudes towards applying CP, ranging from caution to full support. Some teachers resist some of CP's premises while others are inbetween. These findings are discussed in light of the existing literature and the Omani context. Implications for teachers, teacher education programmes and policy makers are drawn based on the study's findings.

Co‐constructing a critical ELT curriculum: A case study in an Indonesian‐based English language teacher education program

“…Some studies have explored TLs' attitudes toward or familiarity with CP. Al Riyami and Troudi (2020) investigated Omani TLs' understanding and favorable or resistant attitudes toward CP. Abednia and Crookes (2019) examined to what extent CP was feasible to be implemented by Iranian TLs.…”