The shift from the pedagogy of the oppressor to the pedagogy of the oppressed
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Abstract
Teaching in a postmodern world represents a significant challenge. It is well-established that postmodernism is an intellectual stance or mode of discourse defined by skepticism toward modernist ideologies. This study investigates the challenges faced by teachers in the context of postmodernism, and the shift from a traditional to a postmodern teaching approach. The current study examines the work of Paulo Freire’s The Pedagogy of the Oppressed, which helps weave a comprehensible reflection on the postmodern thought’s impact on teaching as a discipline. In this context, the current study is presented as a means of criticism of teaching in a traditional context emphasizing the new methods used to teach literary texts and foreign languages. The results show that the postmodern way of thinking in teaching literature opposes modernity’s teacher-centered ideas. The findings suggest that postmodernism’s opposition to the traditional teaching approach marks a shift, ultimately, in teaching literature and Foreign Languages.
Keywords: Postmodernism; postmodern approach; teaching literature; traditional approach; the pedagogy of the oppressed.
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