Critical Pedagogy Too Ambitious?

Every time I read and reflect on critical pedagogy, I feel like a terrible teacher, and that I will never be able to implement all that is necessary for critical pedagogy in my classroom. Kincheloe pointed out that many teachers encountered courses throughout their schooling that "presented the facts unproblematically as though they were true" (p. 10). As a graduate of this type of schooling, it is no wonder that the prospect of implementing a critical pedagogy seems too big. Kincheloe urged us to "relearn the arts and sciences" in a critical way (p. 10). And again, while reading this passsage, I felt overwhelmed. However, Kincheloe then wrote,
"A first-year teacher cannot accomplish such a huge task in the first year of his or her practice, but over a decade one can" (p. 10). And finally, I breathed a sigh of relief.

After reading Prof. Schmidt's and Cathy Benedict's article, I began thinking that a "critical pedagogy" classroom or a classroom for social justice--however it is or isn't defined--cannot be an ending point. In other words, when we engage in critical pedagogy, what that means is constantly changing.

I think, in ten years, I may be closer to the kind of teacher I strive to be, but I will never be quite there.