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Akdeniz Eğitim Araştırmaları Dergisi 20, Clt. 20(56) 1-21
Eleştirel Pedagojinin Damgalanmayı Aşmadaki Potansiyeli: Paulo Freire ile Bir Yolculuk
ss. 1 - 21
Yayın Tarihi: Haziran 30, 2026 | Görüntüleme Sayısı: 1/0 | İndirilme Sayısı: 1/0
Özet
Although stigma is primarily produced and reinforced through structural social processes, educational responses to its transformation remain limited. This article examines how Paulo Freire’s critical pedagogy can serve as a transformative approach to addressing deeply ingrained stigmas in academic settings. Drawing on Freire’s concepts of critical consciousness (conscientização), dialogue, and praxis, the article highlights how these principles help educators critically engage with the structural foundations of stigma. The study focuses on the classroom practices of three educators inspired by Freirean pedagogy, who aim to create dialogic, democratic, and inclusive learning environments. These educators employ critical dialogue and participatory practices to increase students' awareness of socio-political realities and cultural diversity. Their efforts demonstrate how pedagogy can act as a tool to foster anti-stigma awareness and transformation. The findings offer meaningful insights for educators committed to social justice and inclusive education, encouraging them to recognise, question, and transform stigma in their classrooms.
Anahtar kelimeler: Freire, critical pedagogy, problem-posing model, stigma, dialogue
APA 7th edition
Akarsu, A.H. (20). Eleştirel Pedagojinin Damgalanmayı Aşmadaki Potansiyeli: Paulo Freire ile Bir Yolculuk. Akdeniz Eğitim Araştırmaları Dergisi, 20(56), 1-21.
Harvard
Akarsu, A. (20). Eleştirel Pedagojinin Damgalanmayı Aşmadaki Potansiyeli: Paulo Freire ile Bir Yolculuk. Akdeniz Eğitim Araştırmaları Dergisi, 20(56), pp. 1-21.
Chicago 16th edition
Akarsu, Ali Haydar (20). "Eleştirel Pedagojinin Damgalanmayı Aşmadaki Potansiyeli: Paulo Freire ile Bir Yolculuk". Akdeniz Eğitim Araştırmaları Dergisi 20 (56):1-21.
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