Few efforts have been studied in which a systematic curriculum has been developed at an educational institution for the express purpose of engaging the non-poor in critical reflection and action toward democratic social change. I am working with learners to develop a curriculum for democratic social change at a seminary in the Philippines that wants to help churches address poverty. Critical pedagogy infuses group reflection into this learning process, helping seminarians question both their privilege in society and the larger political economy. The research seeks to build a critical pedagogy within the classroom and evaluate the impact on the seminary. Allow me to make some preliminary comments about my experience so far.
Educational institutions are largely conservative.
Out of respect, deferential students rarely question their professors. Respecting cultural values, while collapsing the social distance that blocks critique, is a difficult balancing act. I asked participants in one course to construct the syllabus. Groups facilitate class sessions and select readings. I try to create a safe space for open discourse, individual and group reflection.