[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591849-105":59,"doc-detail-591849-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","senior-high-school-as-critical-pedagogy","SENIOR HIGH SCHOOL AS CRITICAL PEDAGOGY","","Given education’s tendency to become oppressive in both theory and practice, this qualitative phenomenological study examines critical pedagogy as an educational philosophy. The research aims to intensify pedagogy’s essential role in teaching-learning processes and to frame a liberating curriculum. Using interviews, surveys, and observations, stories from purposively selected Senior High School stakeholders were analyzed. Findings show existing practices still follow traditional approaches that inhibit education as a genuinely free act. The study recommends strengthening critical pedagogy so learners become agents of social change and teachers become curriculum reformers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/senior-high-school-as-critical-pedagogy/591849/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/senior-high-school-as-critical-pedagogy/591849.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"The study aims to describe the possibilities of intensifying pedagogy’s essential role in teaching-learning processes, leading to the framing of a liberating curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"It used a qualitative phenomenological design, collecting stories from purposively selected Senior High School stakeholders through interviews, surveys, and observations.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the analysis reveal about existing practices?",{"text":121,"@type":113},"The analysis revealed that some existing pedagogical practices still adhered to traditional approaches that deterred education from being a genuinely free act, with evidence drawn from instruction, assessment, and the learning environment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591849,1792188897,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10.18488/journal.137.2021 .51.34.44 Vol. 5, No. 1, 34-44.  \n© 2021 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nSENIOR HIGH SCHOOL AS CRITICAL PEDAGOGY    \nMario Y. Palbusa, Jr.  \nArticle History  \nReceived: 4 February 2021  \nRevised: 8 March 2021  \nAccepted: 13 April 2021  \nPublished: 18 May 2021  \nKeywords  \nCritical pedagogy Liberating curriculum Philippines  \nSenior High School K to 12.  \nSenior High School Teacher, STI College, Baguio City, Philippines.  \nABSTRACT  \nGiven the tendencies of education to become oppressive in theory and practice, exploring the premises of critical pedagogy as an educational philosophy becomes timely and compelling. This study aims to describe the possibilities of intensifying the essential role of pedagogy in teaching-learning processes, thereby leading to the framing of a liberating curriculum. In this qualitative phenomenological study, stories from purposively selected Senior High School stakeholders were collected through interviews, survey, and observations. After careful analysis, it revealed that some of the existing pedagogical practices still adhered to the traditional approach that deterred education from its being a genuinely free act. Proofs were gleaned from the areas of instruction, assessment, and learning environment. It is recommended that by strengthening critical pedagogy, learners become agents of social change. Teachers should then also be curriculum reformers who could make learning not just relevant but also liberating, and hence, humanizing.  \nContribution/ Originality: The study documents the possibility of incorporating the ideals of Critical Pedagogy as a philosophy of education in the Senior High School curriculum implementation in the Philippines.  \n1. INTRODUCTION  \nThe 1970s could be considered a vast and significant paradigm shift in curriculum development approach where the dominant Tyler's model – implemented in the 1950s and 60's – was challenged and debunked on its being mechanistic. The approaches to curriculum development evolved not just in a single time; they morphed from product to process and then to praxis. One of the leading personalities in the discourse of education, or pedagogy, to date, is Henry Giroux. He heightens the ongoing debate on whether schools and curriculum play appropriate roles in reproducing the necessary values in the face of the dominant society that existed since the turn of the century. Thus, he inaugurates a movement he appropriately calls the new sociology of curriculum, which challenges the generally technocratic characteristic of traditional and dominant curriculum theory and design. Such intellectual movement carries the questions that inquired into why and how learning in school has been based on flawed assumptions that are scientistic rather than historically contextualized, imposing knowledge that is external to the individual, thus, lacking meaning and intersubjective exchange.  \nThe moribund and traditional curriculum model more or less gave life to critical pedagogy as a mindset or philosophy of education. Inspired by the Brazilian educator Paulo Freire and reflective of the Frankfurt School's principles, critical pedagogy remains explicitly spoken by scholars who believed in its ideals relative to the (mal)practice of education these days. In the Philippines, there is not much mention of critical pedagogy being  \nemployed in classroom settings based on available and accessible resources. A handful of scholars wrote eloquentlyon the topic on a conceptual (i.e., philosophical) ground. For instance, Pangilinan (2009) meaningfully traces the roots of critical pedagogy from its Marxist and Freudian origins. In the process, he highlights the radical humanist thoughts of Eric Fromm. He believes that the perfectibility of the human being and the attainment of a sane s","cbCaievEajvZHKCv","https://ap.wps.com/l/cbCaievEajvZHKCv","pdf",565331,11,"English","# INTRODUCTION\n## Curriculum development shifts and critical pedagogy\n## Influences of Paulo Freire and the Frankfurt School\n## Critical pedagogy in the Philippine context\n# Abstract\n## Purpose and research approach\n## Findings and recommendations","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"The study aims to describe the possibilities of intensifying pedagogy’s essential role in teaching-learning processes, leading to the framing of a liberating curriculum.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used a qualitative phenomenological design, collecting stories from purposively selected Senior High School stakeholders through interviews, surveys, and observations.\"},{\"question\":\"What did the analysis reveal about existing practices?\",\"answer\":\"The analysis revealed that some existing pedagogical practices still adhered to traditional approaches that deterred education from being a genuinely free act, with evidence drawn from instruction, assessment, and the learning environment.\"}]","SENIOR HIGH SCHOOL AS CRITICAL PEDAGOGY | PDF",1792073343,28]