This research explores the role of education in fostering social justice through a critical pedagogical approach. Rooted in the works of Paulo Freire, critical pedagogy challenges traditional educational frameworks by emphasizing dialogue, empowerment and the active participation of students in the learning process. The study examines how education can serve as a transformative tool to address systemic inequalities related to race, class, gender and other forms of marginalization. By analysing both theoretical foundations and practical applications, this research highlights how inclusive curricula, decolonized pedagogies and student-cantered approaches can disrupt entrenched power structures and promote social equity. Furthermore, it investigates the challenges of implementing such frameworks in contemporary educational systems, particularly within the context of neoliberal reforms and standardized testing. Through qualitative methods, including case studies of community-led educational initiatives, the study provides a comprehensive understanding of the potential and limitations of critical pedagogy in achieving social justice. This research aims to contribute to the broader discourse on education as a site for political and social change, offering insights into how educational practices can be reimagined to foster more inclusive, just and equitable societies.
Parry et al. (Sat,) studied this question.
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