Critical pedagogy is an approach to teaching and learning which aims to impact social change through education. In this study, the possibility of engaging with critical pedagogy is explored, by focusing on students’ perceptions of this practice. Data were collected through interviews with 14 Malaysian students. They shared their experiences of learning subjects which touched on social justice issues and critical thinking; which incidentally are also important preoccupations for critical pedagogy. There was consensus about in-depth engagement with social justice issues, including those that were deemed controversial and radical. Besides that, participatory forms of learning such as the co-construction of knowledge were embraced, and students recognised that teachers were not the only source of ‘authorised’ knowledge. Finally, there was a marginal voice of resistance towards the idea of learning about controversial issues because it could risk safety and incite personal attacks from peers. Unequal teacher–student power relations was also seen as a hindrance to critically interrogating socio-political issues, so students were cautious when providing dissenting views. While legitimate concerns are present, overall there seems to be a general openness to critical pedagogy. Therefore, teachers may need to carefully consider the socio-political conditions they are in, because this pedagogy could potentially disrupt order and harmony in the classroom.

中文翻译：

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高等教育中进行批判性教学法的可能性：探索学生的开放性和接受性

批判教育学是一种教学方法，旨在通过教育影响社会变革。在这项研究中，通过关注学生对这一实践的理解，探索了进行批判教学法的可能性。数据是通过采访14名马来西亚学生而收集的。他们分享了他们学习涉及社会正义问题和批判性思维的学科的经验；顺带一提，这也是批判教育学的重要重点。关于深入参与社会正义问题，包括那些被认为有争议和激进的问题，已经达成共识。除此之外，还采用了参与式的学习形式，例如知识的共同建构，学生也认识到教师不是“授权”知识的唯一来源。最后，对于学习有争议的问题的想法几乎没有声音，因为它可能冒着安全风险并引起同行的人身攻击。师生权力关系不平等也被认为是对社会政治问题进行批判性质疑的障碍，因此学生在提出异议时要谨慎。尽管存在合理的顾虑，但总体上似乎对批判教育学普遍持开放态度。因此，教师可能需要仔细考虑他们所处的社会政治条件，因为这种教学法可能会破坏课堂的秩序和和谐。师生权力关系不平等也被认为是对社会政治问题进行批判性质疑的障碍，因此学生在提出异议时要谨慎。尽管存在合理的顾虑，但总体上似乎对批判教育学普遍持开放态度。因此，教师可能需要仔细考虑他们所处的社会政治条件，因为这种教学法可能会破坏课堂的秩序和和谐。师生权力关系不平等也被认为是对社会政治问题进行批判性质疑的障碍，因此学生在提出异议时要谨慎。尽管存在合理的顾虑，但总体上似乎对批判教育学普遍持开放态度。因此，教师可能需要仔细考虑他们所处的社会政治条件，因为这种教学法可能会破坏课堂的秩序和和谐。