Critical Pedagogy and Liberatory Education

Banking model of education (Portuguese: modelo bancário de educação) is a term coined by Paulo Freire to describe and critique the established education system in his book Pedagogy of the Oppressed.

Problem-posing education, coined by the Brazilian educator Paulo Freire in his 1970 book Pedagogy of the Oppressed, is a method of teaching that emphasizes critical thinking for the purpose of liberation.

Critical consciousness, conscientization, or conscientização in Portuguese (Portuguese pronunciation: [kõsjẽtʃizaˈsɐ̃w]), is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in neo-Marxist critical theory.

Emancipatory pedagogy is a philosophy of education and practice that emphasizes liberating learners from any form of oppression that could limit their choices and control over their lives.

Popular education is a concept grounded in notions of class, political struggle, critical theory and social transformation.

Critical literacy is the application of critical social theory to literacy.

The ecopedagogy movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire.

Public sphere pedagogy (PSP) represents an approach to educational engagement that connects classroom activities with real world civic engagement.

Action teaching is a style of instruction that aims to teach students about subject material while also contributing to the betterment of society.

Abolitionist teaching, also known as abolitionist pedagogy, is a set of practices and approaches to teaching that emphasize abolishing educational practices considered by its proponents to be inherently problematic and oppressive.

Antipedagogy (German: Antipädagogik; Ancient Greek: anti-against + pais-child, boy + agein- lead; UK: ), sometimes spelled anti-pedagogy with the hyphen, is a critical theory that examines traditional pedagogical dynamics, particularly scrutinizing the exercise of parental or educational authority as a violation of human rights.

The book is considered one of the foundational texts of critical pedagogy, and proposes a pedagogy with a new relationship between teacher, student, and society.