Chapter 4: Examining the Role of Critical Pedagogy in Japanese University Students’ Desire to Learn English

Investigating pedagogy in the critical view has not been largely conducted in the field of English as a foreign language (EFL) in Japan. This study explores EFL learners in Japan, and the relationship of their language use in the critical pedagogy classroom community and their desires to learn English. Critical Pedagogy is derived from the critical theory of the Frankfurt School, in which Paul Freire was one of the renowned critical educators. In Pedagogy of the Oppressed, Freire argues that education is traditionally framed as “an act of depositing, in which the students are the depositories and the teacher is the depositor” (1970, p. 58). Students are positioned as empty vessels to be filled by the teacher. In this framework, the teacher lectures, and the students “receive, memorize, and repeat” (p. 58). On the other hand, critical pedagogy focuses on the development of learners’ critical consciousness that enables them to recognize connections between their individual problems, experiences and the social contexts. Raising critical consciousness is the necessary first step of the transformation of education in society. Freire also proposes a dialogical approach that advocates for teachers, students, administrators and other community members to become participants and co-learners in education. Based on Freire’s approach of critical pedagogy, I will reflect on my implementation of his approach on my own class in a later section.