Pedagogy of Empowerment: Reshaping Education in Pakistan

G. Akbar Palijo
In his book, “Pedagogy of the Oppressed,” Paulo Freire, a Brazilian educator and Marxist philosopher, argues against the traditional banking model of education where teachers deposit knowledge into students, who merely withdraw it. Instead, Freire advocates for a dialogue-based approach where both teachers and students learn from each other. This perspective resonates with the current situation in Pakistan, where education often lacks room for questioning and critical thinking. In Pakistan, a stark divide exists between the powerful, the oppressors, and the powerless, the oppressed. The oppressors, often identified as the hybrid elite, exploit the country’s resources and live in urban luxury. Meanwhile, the oppressed majority faces pollution, lack of basic amenities, and economic hardship. Freire critiques this system, arguing that oppression begins in education system that stifle expression and critical thinking, leading individuals to accept their plight without questioning it. For example, he argues that keeping people oppressed relies on making them feel less human. And, this starts when children are taught in school in a way that does not let them express themselves or think critically. Instead, they just accept what they are told, even if it is not true. As a result, when they grow up, they do not even realize who is really keeping them down. They take their oppressors as benefactors and blame themselves for their problems. This makes it hard for them to stand up for their rights because they have been made to believe they deserve their situation. Moreover, Paulo Freire is certainly not the only educational theorist who believes in teaching in a way that helps the oppressed. John Dewey and Bertrand Russell also wrote a lot about this. They believed that in classrooms, teachers and students should work together to create new ideas and knowledge. This way, students can follow their interests, speak up in their communities, and fight against unfairness. In the 20th century, young people who learned this way joined protests against wars, fought for civil rights, started organizations like Green Peace, and supported feminists in their fight for women’s rights. So, in order to achieve social justice and democracy, teaching and learning must start in classrooms where teachers and students challenge the beliefs of those in power and create new perspectives together. Paulo Freire calls this approach problem-posing education, where teachers and students exchange knowledge and blur the lines between who is teaching and who is learning. This helps the oppressed feel more human and realize how those in power try to control them. It also makes them more aware and courageous in fighting against unfairness. These educational ideas could really help Pakistan, especially since about 64 percent of the population is under 30 years old, with around 50 million children. The 2 million teachers would be truly effective if they avoid being too controlling and instead encourage open discussions and questioning in the classroom. Students should not be frowned upon as inferiors and should have the freedom to ask questions and critique ideas prevalent in society. Undoubtedly, those in power are not likely to promote critical teaching methods, but we can demand from educators to step up and teach the young generation to stand up against injustices. We need to raise a generation that does not ignore things like rigged elections, corruption, internet shutdowns, misuse of religion, and violence against women. Therefore, If teachers start teaching in a way that empowers the oppressed, it could really help all 230 million inhabitants, provided this start in classrooms right away.