It is easy for those of us invested in critical pedagogy to see need for major change in education in the U.S. It is also easy for us to write highly ideological manifesti that make sweeping philosophical statements about how things should be. One question I often hear from those getting their feet wet in critical pedagogy is where do I start? Many agree with the ideology and the goals of critical pedagogy and other movements seeking major change, but we cannot simply drop those changes into our current institutional structures. Never mind the fact that we have colleagues and students to win over before we can implement these changes with a chance at success.
But some of the issues raised by critical pedagogy are major ethical issues. It’s not that we can do something more efficiently or effectively, it’s that we see what we’re doing on the whole as being actually wrong. As a critical pedagogue, I can go along with something less effective much more easily than with something that goes against my newly pricked conscience. So when I disagree fundamentally with the direction something is headed, but am powerless to change it singlehandedly, what do I do? Do I forget about it and wash my hands of the situation? Do I leave in disgust? Do I bide my time until I can really do something? (and hope it doesn’t get worse in the mean time!) Do I try to make incremental changes, appeasing my conscience with the knowledge that I am improving things, albeit slowly?