Keywords
banking concept of education, Freire’s critical pedagogy, education in Ghana, instructional delivery methods, student-centered learning, qualitative case study
Abstract
Research has indicated that many teachers and students lack the critical classroom experience where they play the roles of subjects controlling the educational process and developing knowledge together. With an emphasis on teaching instead of learning, classroom interactions are limited, and creativity and the cultivation of critical thinking skills and critical consciousness are restricted. This qualitative case study explored the instructional delivery methods in a Ghanaian university through the lens of teacher and student roles, a concept of Paulo Freire’s critical pedagogy. The study purposefully selected 11 participants (eight students, two teachers, and one administrative staff) who provided substantial data and profound meaning and understanding of the phenomenon. The data analysis revealed that the concept of teacher and student roles informs the institution’s instructional delivery methods through collaborative education (through student-centered learning and group work) and adaptive teaching strategies. The findings of this study indicate that the concept of teacher and student roles develops students’ critical consciousness and ownership of knowledge.
Recommended Citation
Nkansah, Joan Nkansaa
(2025)
"Teacher and Student Roles in Freire’s Critical Pedagogy: A Qualitative Case Study,"
Mid-Western Educational Researcher: Vol. 37:
Iss.
1, Article 2.
DOI: https://doi.org/10.25035/mwer.37.01.02
Available at:
https://scholarworks.bgsu.edu/mwer/vol37/iss1/2
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Digital Object Identifier (DOI)
https://doi.org/10.25035/mwer.37.01.02
