Reading and writing tutors apply Freirean principles to have intellectual conversations that really matter.

Critical pedagogy examines the ways in which education interacts with systems of power. It challenges the assumption that educational spaces are neutral and instead views them as sites where social, political, and cultural values are communicated and contested. Drawing from the work of Paulo Freire and other critical theorists, this approach critiques traditional models of instruction that treat students as passive recipients of information. It advocates for dialogical, participatory learning environments that promote critical thinking, social awareness, and student agency. This post explores how critical pedagogy addresses institutional power dynamics, and how its principles can be applied in tutoring contexts to support literacy development through reflection, dialogue, and collaboration.

Freire argued that traditional models of education often operate through what he called a “banking” concept, where teachers deposit knowledge into passive students. In this model, students are treated as empty vessels, and knowledge is delivered without encouraging critical thinking or questioning dominant ideologies. Critical pedagogy calls for an alternative approach—one where students and teachers engage in a dialogical relationship, co-creating knowledge and examining the social, political, and historical contexts that shape their lives.

Power structures within educational systems are not limited to what is taught in the classroom. They also include institutional practices, language norms, disciplinary policies, and access to resources. Critical pedagogues argue that these elements often reflect and reproduce broader societal hierarchies related to race, class, gender, and other social markers. For example, curriculum choices may prioritize Eurocentric perspectives, while disciplinary measures might disproportionately affect marginalized students. These patterns contribute to maintaining existing social inequalities, rather than disrupting them.

One of the goals of critical pedagogy is to cultivate what Freire described as “conscientization”—a deep awareness of one’s social conditions and the capacity to act against injustice. This means encouraging students not just to absorb information but to interrogate it, to question whose interests it serves, and to consider how education can be used to promote more equitable social arrangements.

Implementing critical pedagogy poses challenges, particularly within educational systems that are standardized, test-driven, or politically constrained. There are debates about how far educators should go in incorporating social critique into their teaching, and whether doing so risks overstepping professional or ideological boundaries. Nevertheless, proponents argue that education without attention to power is incomplete, and that fostering critical awareness is essential to preparing students for active participation in democratic life.

Educators should be challenged to consider the ethical dimensions of their practice and the societal impact of the systems in which they work. Reading and writing tutors can integrate Freirean principles into their pedagogy by shifting the focus of their instructional practices from the transmission of rules and techniques to dialogical engagement with students’ lived experiences and cultural backgrounds. Instead of positioning themselves as authorities who correct or fix a student’s literacy skills, tutors can foster a collaborative environment where learning is reciprocal and responsive.

A Freirean approach begins with recognizing students as active agents in their own learning. In practice, this means inviting students to bring their own interests, language use, and social contexts into tutoring sessions. Rather than relying solely on standardized prompts or rigid grammar exercises, tutors can encourage students to write about issues that matter to them. Reading assignments can similarly be chosen or adapted to reflect the concerns and identities of the students, allowing for more meaningful engagement and critical discussion.

Dialogue is central to Freire’s philosophy. Tutors can create space for open-ended conversations that not only address specific writing or reading challenges but also explore the ideas behind a text or the implications of a student’s argument. This moves the session beyond surface-level correction and toward deeper understanding and reflection. When students are asked why they believe what they’ve written or how a reading connects to their lives, they are being treated as thinkers, not just learners in need of remediation.

Freire also emphasized the importance of naming the world—that is, understanding and articulating the social and political forces that shape one’s reality. Tutors can support this by helping students analyze texts critically, questioning whose voices are included, whose are missing, and what assumptions are embedded in the language. Writing assignments can be framed in ways that invite students to examine social issues, reflect on personal experiences, or respond to contemporary events, thereby encouraging critical literacy.

Freirean pedagogy advises caution against prescriptive editing that silences the student’s voice or imposes dominant language norms without explanation. Tutors can instead explain why certain conventions matter in particular contexts, while also validating students' home languages and dialects. This approach respects linguistic diversity and promotes code-switching as a strategic skill, rather than enforcing a single “correct” form of expression.

The application of critical pedagogy in tutoring underscores the broader role of education in shaping both individual development and social structures. By moving beyond technical instruction and engaging students in meaningful dialogue, tutors can foster deeper understanding and support the development of critical consciousness. Integrating Freirean principles into literacy instruction involves recognizing students’ lived experiences, encouraging inquiry into social issues, and creating space for reciprocal learning. While implementation may be constrained by institutional norms, this approach offers a framework for educators to address inequities and support more inclusive and reflective educational practices.