


































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 1, No. 2, 2020 

www.scholink.org/ojs/index.php/elsr 

1 
 

Original Paper 

The Time Is Now: Modeling the Tenets of Critical Pedagogy for 

Our Future Teachers at Hispanic Serving Institutions 

Aimée Courville-Myers1 & Jorge F. Figueroa-Flores1*  

1 Department of Teacher Education, Texas Woman’s University, Denton, Texas, United States  

* Jorge F. Figueroa-Flores, Department of Teacher Education, Texas Woman’s University, Denton, 

Texas, United States  

 

Received: July 1, 2020      Accepted: July10, 2020     Online Published: July 16, 2020 

doi:10.22158/elsr.v1n2p1         URL: http://dx.doi.org/10.22158/elsr.v1n2p1 

 

Abstract 

At this historic moment, the quest to develop equitable and inclusive curriculum is even more 

imperative to support all students in the learning process. This urgency becomes even more relevant 

when our K-12 schools need teacher education programs to prepare future teachers from diverse 

backgrounds with necessary tools to engage and empower underrepresented groups in social justice 

practices. One of the best guides for this task is critical pedagogy. This study sought to determine if 

Education Preparation Programs (EPPs) at three Hispanic Serving Institutes (HSIs) in North Texas 

were devoting their curriculum to principles of critical pedagogy. The study was guided by a critical 

pedagogy framework developed by Giroux (2020). This framework was used to analyze the EPPs 

required courses’ syllabi. In our article, we discuss how the EPPs are supporting preservice teachers’ 

knowledge of critical pedagogy aspects and inconsistencies found among the HSIs in our region. 

Additionally, implications are shared for further use of the framework to assess EPP curriculum, guide 

program revisions, and encourage discourse among EPPs at HSIs on how to best serve our students. 

Keywords 

critical pedagogy, teacher education, preservice teachers, culturally relevant, curriculum development, 

critical literacy 

 

 

 

 

 

 



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1. Introduction 

Our study was initiated as 2019 concluded. As the new year progressed, we had no clue what was in 

store for us in 2020. However, as critical educators, we already knew the severity of inequities in our 

educational system and the lack of justice for our communities of color. As we proceeded with this 

study and into 2020, the COVID-19 pandemic hit, George Floyd was killed, and the United States 

Supreme Court had to intervene to protect LGTBQIA employees and DACA recipients. These events 

began to scratch at the wounds of inequality and injustice revealing the putrid scars our country had 

attempted to hide. The context of 2020 made it even more imperative for us to engage in discourse over 

the need for educators to be engaged in anti-racist practices. 

Multiculturalism and diversity scholars have been calling for reforms to K-12 education for decades 

(Banks, 1995; Delpit, 1995; Ladson-Billings, 1995; Nieto, 1999). Each new wave of programs and 

initiatives attempted to encourage teachers in being more inclusive in the content they teach and also in 

the styles of instruction used (Gay, 2013; Irizarry & Anthrop-González, 2007; Paris, 2012). 

Additionally, each new variation reflected different terms such as culturally relevant pedagogy; 

culturally sustaining teaching; critical literacy; equity pedagogy; and anti-racist pedagogies. We could 

go on with many more. Each one of these concepts are related like a family, and this family is rooted in 

critical pedagogy. Critical pedagogy requires us to confront oppression and support an educational 

system that works towards emancipation (Freire, 1973). This need for reform in the K-12 educational 

system cannot happen without adjusting our practices in Educator Preparation Programs (EPPs). While 

many EPPs throughout the country have recognized the need to prepare equitable and inclusive 

preservice teachers for K-12 classrooms, are EPPs modeling tenets of critical pedagogy within their 

own classrooms? 

Since the larger focus of critical pedagogy is to emancipate ourselves and our students from oppressive 

structures and societal injustices, our study sought to determine if EPPs at our local Hispanic Serving 

Institutes (HSIs) were devoting their curriculum to principles of critical pedagogy. This knowledge was 

imperative for us as members of the Latinx community, as faculty members at an HSI, but also as 

teacher educators. If our professional field recognizes the need for critical educators at the K-12 level 

because of the diverse student backgrounds, then the same practices should be happening at universities 

that serve college students from underrepresented populations. 

1.1 Understanding Critical Pedagogy  

Critical pedagogy has a legacy reaching back to Paulo Freire’s (1970) Pedagogy of the Oppressed. 

After the introduction of critical pedagogy, Freire continued for decades to call upon educators to 

confront inequality, but he also called upon us to support our students’ emancipation from structural 

and institutional injustices through critical thinking. Henry Giroux (2010) merged Freire’s collective 

works to describe critical pedagogy for educators. 

 Critical pedagogy, unlike dominant modes of teaching, insists that one of the fundamental 

tasks of educators is to make sure that the future points the way to a more socially just world, 



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a world in which the discourses of critique and possibility in conjunction with the values of 

reason, freedom, and equality function to alter, as part of a broader democratic project, the 

grounds upon which life is lived. (p. 717) 

Giroux’s definition reminds us that no student lives or learns in a self-contained vacuum. Critical 

pedagogy calls upon us to recognize the social context that encompasses our students.  

As educators, we must be willing to acknowledge the barriers our students face and create a space for 

them to confront these barriers. Readings that represent our students and their lived experiences are 

imperative to the work of critical educators. This is a good starting point; yet, it is not enough for us to 

address sociopolitical contexts through course readings. Many educators are currently working to 

actualize the theory of critical pedagogy through collective action in the classroom (Duncan-Andrade, 

Jeffrey, & Morell, 2008). One of the ways educators can engage with students is through Youth 

Participatory Action Research (YPAR), which has become a foundational element within urban 

education (De los Ríos, López, & Morell, 2015). Another example of how critical pedagogy comes to 

life in classrooms is through the use of testimonio (Delgado Bernal, Burciago, & Flores Carmona, 

2012). By engaging in the genre of testimonio students engage in critical reflection both individually 

and communally to document a collective experience and build solidarity among the community for 

action. 

In order to frame our conceptualization of critical pedagogy for this study, we used the nine principles 

of critical pedagogy laid out by Giroux (2020). According to Giroux’s synthesis of critical pedagogy 

work, critical pedagogy should include the following aspects: 

 Education produces political subjectivities 

 Ethics is central to education 

 Need to understand difference in identity formation 

 Need to understand how different types of knowledge are given priority in schools 

 Should pursue new forms of culture and knowledge 

 Claims to objective knowledge should be challenged 

 Must include a vision of a better world 

 Teachers should be “transformative intellectuals” 

 Students need a critically conscious “voice” 

1.2 Critical Pedagogy and Teacher Education 

According to McLaren (2009), critical pedagogy is designed to highlight and question the social 

function of knowledge, class relationships, cultural capital, and the linkages between culture and power. 

In addition, he calls for us to interrogate the ways by which hegemony, ideology, and discourse 

function to preserve relations of power. Lastly, as educators, we should be willing to critique the 

politics of curriculum and the implicit messages that are delivered to students through hidden curricula. 

Regretfully, the integration of critical pedagogy to EPPs in the United States is still in its early stages 

and higher education institutions continue to foster a traditional curriculum which still favors the 



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interests of the elite. If critical pedagogy was integrated into the curriculum of EPPs, teachers will learn 

critical and emancipatory best practices needed to confront and transform the unjust status quo. Also, it 

will prepare educators to promote a social justice and anti-racist agenda which encourages them to 

identify and question potential harmful educational ideologies and practices (Bartolomé, 2004). In 

addition, critical pedagogy can assist teachers in guiding students towards an understanding of how 

hegemony plays an active role in oppressing underserved populations and how students can take 

positive action (Sardabi, Biria, & Golestan, 2018). Therefore, it is necessary to insert in teacher 

education content that will encourage critical thinking and prepare teachers to fight for social justice. 

When armed with the capacity to challenge unjust structures of schooling, teachers and students might 

then be equipped to intervene to ensure that our educational system “transmits the status and class 

positions of the wider society” (McLaren, 2009, p. 78). 

One particular challenge in the United States is that teachers have an educational foundation built upon 

neo-liberal ideologies that focus solely on instruction for the sake of the work force or future 

professions. Additionally, it has suppressed the urgency to seek social justice for the conditions that 

circumscribe many of our citizens (Giroux, 2016). Another challenge is that many teachers were 

educated through an EPP system where they simply store information relayed to them by the instructor 

or the class is merely meant to prepare them for a certification exam. This concept is what Freire (1970) 

called banking education. This has kept our preservice teachers from an opportunity for holistic growth, 

the development of critical thinking skills, and to have globalized perspectives. Many EPP students 

become prisoners of teaching practices that promote lectures, extensive reading, and memorization in a 

closed curriculum that leaves out any type of critical pedagogical practice. 

In order to combat these hegemonic practices, EPPs must redesign their teacher education curriculum 

and start by training teachers with several educational implications focused on critical pedagogy. These 

implications are explained in the work of Olmos de Montañez (2008), and include the relationship 

between theory and practice, critical-dialectic rationale, contextualization, collaborative and 

deliberative action-research, and ethical purpose.  

 

 

 

 

 

 

Figure 1. Critical Pedagogy Implications 

 

The first educational implication of critical pedagogy is that it finds a direct dialectic relationship 

between theory and practice, where the process is enriched through critical reflection and aims to 

transform reality. Here an agreed emancipatory action research exists between teachers, students, and 



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the community and praxis is constituted via action-reflection. According to Freire (1976), learning 

should be a dialectic process that engages both action and reflection. This convergence of 

student-teacher praxis generates new and innovative actions (Olmos de Montañez, 2008, p. 163). 

Another implication is a critical-dialectic rationale, which refers to the autonomous and responsible 

actions of a teacher engaging in critical self-reflection to free themselves from bias and dogmas. This 

critical self-reflection leads to more informed decisions made by knowledge acquired via dialectical 

thought, consensus, and the social construction of the curriculum by involving shared perceptions and 

diverse views. In addition, we find contextualization. According to Olmos de Montañez (2008), critical 

pedagogy favors production of knowledge of the student in close relationship with their context and the 

context of others within their learning community. The context refers to all elements of their context: 

socio-historical, economic, cultural, geographical, and political. Regardless of many critics, education 

does have a political character that guides it towards social transformation and the development of the 

people in all its dimensions (Freire, 1997; Giroux, 1998). The teacher should recognize the 

sociopolitical and ideological contexts in order to educate democratic participatory citizens (Olmos de 

Montañez, 2008, p. 163). The next implication focuses on collaborative and deliberative 

action-research. This is a process carried out between teachers (colleagues) and learners, and focuses 

on their daily pedagogical practice. The objective is to improve our teaching practices by reflecting on 

the pedagogical theories that guide our construction and reconstruction of curriculum. In this way the 

curriculum becomes a collective and integrating task of knowledge. Lastly, we find ethical purpose. 

According to Olmos the Montañez (2008), the purpose of the pedagogical practice is to develop good 

morale through action. This includes being flexible and open to revision rather than being committed to 

a preset or prescribed curriculum. Critical pedagogy is a practical science for ethical purposes, which 

implies considering the relationship between reason and morale at the time of reflection and 

action-practice (Habermas, 1997).  

Critical educators assume responsibility for their teaching (McLaren & Kincheloe, 2008; Yedaide, 2016) 

and consider various cultural contexts as new spheres for education (Silberman-Keller et al., 2011). 

This responsibility extends beyond K-12 and into higher education. Therefore, it is important that 

preservice teachers gain educational training from their professors that provide them with the necessary 

tools to study, analyze, and denounce the tricks made by the establishment (Apple, 2015; Giroux, 2016). 

As educators, we should become advocates against the injustices made to the most vulnerable sectors 

by producing educational materials, participating in conferences, and making our voices heard when 

allies are needed (Bidaseca, 2010). Finally, critical educators should learn how to question the system 

and have confidence in the power of dialogue as a strategy to start powerful classroom discourse about 

diversity, inclusion, decolonization, oppression, white privilege, dog whistle politics, racism, and many 

more necessary topics. All of these can’t be given or embedded into a teacher education course. 

Therefore, the curriculum needs to be revised and moved towards a humanistic approach and aligned 

with the issues students face in the 21st century.  



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2. Method 

For this study, we utilized qualitative document analysis. According to Bowen (2009), organizational 

and institutional documents can be an essential data set for qualitative research. Following this premise, 

we decided to use document analysis to analyze curriculum. Our research was guided by our research 

question—How do EPPs at our local Hispanic Serving Institutions (HSIs) support principles of critical 

pedagogy? According to López-Noguero (2002), this form of empirical research allows scholars to 

discover the internal structure of the information as well in its composition, organizational structure, or 

dynamics.  

To conduct the study, we chose three HSI’s from the north Texas area and named them University 1, 

University 2, and University 3 to protect their identity. The U.S. Department of Education defines HSI 

as an institution of higher education that is an eligible institution; and has an enrollment of 

undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of 

the award year immediately preceding the date of application. From each of the three HSIs, we 

examined the syllabi from their required EPP courses. In addition to coding the university names, we 

did not list the course titles in order to protect the identity of the institutions.  

As part of the study, we analyzed the EPPs required courses’ syllabi using the critical pedagogy 

framework developed by Giroux (2020) which consists of nine principles. Deductive preset coding was 

used as a systematic procedure for reviewing or evaluating documents and material. Documents went 

through repeated review by multiple investigators and data interpretation was checked for inter-rater 

reliability. The nine principles of critical pedagogy were used to develop our code book for data 

analysis and are shown on Figure 2. 

 

 

Figure 2. Nine Principles of Critical Pedagogy 

 

 

 

 

 



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3. Result 

Through our document analysis of the three HSIs in the North Texas region, we were able to gain a 

more comprehensive understanding of the scale in which students are being supported in critical 

pedagogy practices. Each HSI in the study was assigned a chart that reflected how the nine principles 

of critical pedagogy were being supported in the EPP core courses. 

3.1 University 1 

University 1 had the most required core courses in the study with a total of five. Despite having the 

most required core courses, University 1 had the least amount of critical pedagogy principles covered. 

At University1 the principle coded E was identified two times in course 1 (C1), one time in course 2 

(C2), three times in course 3 (C3), and two times in course 5 (C5). The principle coded CK was 

identified two times in C1, one time in C2, and one time in C5. The principle coded C was identified 

two times in course 4 (C4) and one time in C5. Finally, the principle coded CC was identified one time 

in C4. 

 

Table 1. University 1 Coded Principles 

 

Courses 

University 1  

Coded Principles 

PS E IF DK CK C BW TI CC 

C1  2   2     

C2  1   1     

C3  3        

C4      2   1 

C5  2   1 1    

 

These findings indicate, the critical pedagogy support and modeling at the UNI1 EPP is very limited. 

However, it is important to recognize with this EPP, that they integrated ethics to the curriculum in 

three of the five courses evaluated. Giroux (2020) points out in principle number two that ethics is 

central to education. Ethics is linked to critical pedagogy since its foundation (Rabikowska, 2009). 

3.2 University 2 

University 2 had the least amount of required core education courses in the study. While only two 

courses reviewed, overall University’s 2 EPP core courses reflected all principles at least once. In here, 

the principle coded PS was identified one time in C2. Meanwhile, the principle coded E was identified 

two times in C1 and two times in C2. In addition, the principle coded IF was identified three times in 

C2 and the principle identified DK was identified one time in C1. The principle coded CK was 

identified one time in C2 and the principle coded C was identified three times in the same course. Also 

the principle coded BW was identified two times in C2. Finally, the principle coded TI was identified 



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one time in C1 and two times in C2. Lastly, the principle coded CC was identified one time in C1 and 

five times in C2. 

 

Table 2. University 2 Coded Principles 

 

Courses 

University 2 

Coded Principles 

PS E IF DK CK C BW TI CC 

C1  2  1      

C2 1 2 3  1 3 2 2 5 

 

Despite having the least amount of core EPP courses, UNI2 is supporting and modeling critical 

pedagogy throughout its teacher education program. Another significant data point to address is that 

UNI2 had one course that managed to reflect eight of the nine principles. It’s evident that this 

institution has one course that clearly focuses on critical pedagogy, especially with an emphasis on 

students’ Critically Conscious voice (CC). This principle which was coded five times in C2 supports 

pre-service teachers in understanding how to create learning experiences and strategies to disrupt 

injustices in education (Lewison, Leland, & Harste, 2015). 

3.3 University 3 

At University 3 four core EPP courses were identified. Between the four courses they reflected all the 

principles at least once and seemed to have the most support and modeling of critical pedagogy. Here 

the principle coded PS was identified one time in C2. The principle coded E was identified three times 

in C1, one time in C2, and three times in C3. On the other hand the principle coded IF was identified 

three times in C2 and two times in C3. Meanwhile, the principle coded DK was identified seven times 

in C2 and one time in C3. Also, the principle coded CK was identified two times in C1, four times in 

C2, one time in C3, and one time in C4. The principle coded C was identified one time in C2 and the 

principle coded BW was identified one time in C1, three times in C2, and one time in C3. Finally, the 

principle coded TI was identified three times in C2 and one time in C3. Lastly, the principle coded CC 

was identified two times in C1 and four times in C2. 

 

 

 

 

 

 

 

 



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Table 3. University 3 Coded Principles 

 

Courses 

UNI3 

Coded Principles 

PS E IF DK CK C BW TI CC 

C1  3   2  1  2 

C2 1 1 3 7 4 1 3 3 4 

C3  3 2 1 1  1 1  

C4     1     

 

Based on the University 3 results, their EPP has a program that integrates critical pedagogy as a main 

focus for its preservice teachers. From the four courses identified, three of the courses reflected most of 

the critical pedagogy principles. In one of the courses (C2), there was a heavy emphasis on the 

principle titled need to understand how different types of knowledge are given priority in schools (DK). 

In addition, the principle coded titled should pursue new forms of Culture and Knowledge (CK) is 

consistently seen in the course. The heavy emphasis on these two principles allows pre-service teachers 

to build a strong foundation for culturally sustaining pedagogy (Paris & Alim, 2017). 

 

4. Discussion  

The results of our study reflect the vast variations of EPP required courses and course content at HSIs 

in the North Texas region. Our study hopes to encourage more discourse and collaboration across 

universities in order to better support our underrepresented students seeking teaching jobs in the field 

of K-12 education. As we moved into the new 21st century, Sonia Nieto (2000) was still having to call 

upon teacher educators to place social justice at the center of our EPPs. While many programs focus on 

recruiting efforts to expand for more diverse representation in their preservice teachers, these same 

programs have not adjusted their practices to reflect the issues often faced by underrepresented 

populations, leaving students feeling marginalized in their teacher education classes (Gist, 2017; 

Haddix, 2017; Irizarry, 2011).  

Additionally, research reflects that teacher education students report feeling valued and more prepared 

to teach in schools with diverse populations when professors combine pedagogical content knowledge 

with students’ lived experiences, maintain a focus on equity, demonstrate cultural competence, and 

support students’ sociopolitical consciousness (Castillo-Montoya, 2019; Nieto, 2017). Unfortunately, 

some EPPs at the undergraduate level, including those at HSIs are still not adequately supporting 

pre-service teachers in engaging in critical pedagogy to support inclusivity and equity. The irony is that 

this is especially true when students come from marginalized or underserved backgrounds.  

 

 



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5. Conclusion 

Critical pedagogy contributes to the development of reflective educators who are devoted to supporting 

democratic participatory citizens and social justice for our society. It also favors moving educators from 

theory to practice with an interdisciplinary approach. Supporting our preservice teachers and modeling 

critical pedagogy is necessary within our 21st century EPPs. We must be willing to redesign curriculum 

to move beyond superficial diversity initiatives and focus on equity, inclusion, and justice for the 21st 

century classroom. 

This study revealed that there is a need for EPPs at HSIs to support and model more critical pedagogy 

aspects for their preservice teachers. Without this focus, our students at HSIs will not feel a sense of 

belonging or relevancy in their education. In addition, future teachers are not getting the training 

necessary to be inclusive and equitable educators in today’s tumultuous environment. Educators have 

the responsibility to disrupt education, but in order to do that they need to know how to do it. The nine 

critical pedagogy principles are a good starting point for EPPs to measure their commitment towards 

inclusion, equity, and justice. Adding several courses that specifically focus on theory and practice 

related to critical pedagogy could be a starting point. Additionally, EPPs could provide workshops for 

both preservice and inservice teachers that focus on teaching practices that are culturally relevant, 

responsive, and sustaining. Finally, more research is needed in how EPPs, especially those serving 

underrepresented students, are moving away from traditional teaching philosophies and implementing 

curriculum that openly addresses social justice practices and confronts the real problems that are 

impacting our society and schools. 

 

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https://doi.org/10.4324/9781315817842
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https://doi.org/10.3102/0013189X12441244
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https://doi.org/10.12973/iji.2018.11342a

