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Abstract

Learning means understanding of the positionality of the producers of knowledge and their power since it is them who reproduce a certain world view. If teacher education programs do not reflect issues faced by underrepresented populations, this may leave certain groups of students marginalized and cause higher drop-out rates. Hence, this study aimed to determine whether chosen Education Preparation Programs (EPPs) in Poland and Spain embed principles of critical pedagogy in their curriculum while preparing pre-service teachers for working in diverse educational environments. This study’s methodology was replicated from the analysis done by Courville-Mayers & Figueroa-Flores (2020). Content analysis was used to determine the presence of a critical pedagogy tenets developed by Giroux (revised in 2020) in the EPPs required courses’ syllabi. The findings show that the distribution of the CP principles is uneven and some of the tenets found no representation in the syllabi.

Keywords

critical pedagogy pre-service teacher training linguistic and cultural diversity curriculum development opracowanie programów nauczania różnorodność językowa i kulturowa kształcenie wstępne nauczycieli pedagogika krytyczna

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How to Cite
Muszyńska, B., & Gómez-Parra, M. E. . (2022). It’s embedded!? Modeling the Tenets of Critical Pedagogy for Future Teachers Working in Multilingual and Multicultural Learning Environments : Praca w wielojęzycznych i wielokulturowych środowiskach edukacyjnych. Educational Forum, 34(1(67), 11–21. https://doi.org/10.34862/fo.2022.1
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