What Freirean Critical Pedagogy Says and Overlooks from a Durkheimian Perspective

“Critical pedagogy” has become a prevalent grammar furthering the necessity of change in pedagogy from banking‐style to problem‐posing approach, which it argues will facilitate students’ development independent values and equip them lead liberation society authoritarianism into democracy. To achieve this, classrooms need serve as cultural forums, through either engaged or negotiated authority empowers teachers students engage free dialogues that problematize school textbooks “cultural politics.” This empowerment demands perform transformative intellectuals, dedicating themselves amelioration inequity educational results by reconstructing new texts, making more accessible working‐class students. While these theoretical lexicons envision perspective for “educational function,” alleviation phenomenon reproduction can only occur if critical pedagogists pay attention academic curricula. Student achievements such curricula, respond social division labor, have profound influence on their potential mobility.