Research Perspectives in Issue Based Curriculum and Critical Pedagogy

The National Policy on Education (NPE, 1986) of India proposed the National Curriculum Framework (NCF) as a means of evolving a national system of education, recommending a core component derived from the vision of national development enshrined in the constitution. The Kerala Curriculum Framework (KCF-2007) draws upon the National Curriculum Framework of 2005 (NCF - 2005) introduced critical pedagogy and issue based approach in education from the academic year 2008-09. While implementing a new approach in educational system, it requires a thorough research base for its success. Even though a lot of works have been conducted in critical pedagogy, majority were in adult learning; and researches in issue based approach are very less. In order to transact the new curricular approach in a successful manner, researches in issue based approach and critical pedagogy is to be encouraged. This paper tries to identify the researchable areas in issue based approach and critical pedagogy. Critical pedagogy should be perceived as pedagogy for existence or survival. Hence what is critical will be changed by age level, experience, subject of study, type of institutions, etc. Access, equity, and quality are the basic dimensions of any type of education. Conceptual analysis and prioritisation of competencies at each level is the basic issue to be resolved. Though access in terms of institutions is realized, access in terms of resources is not even estimated. The critical concepts required and pedagogy to attain that of elementary level child will be entirely different from that of secondary level pupil.