Morgan (1997:16) observes that any form of education aims to bring about changes in\ud students. It must, therefore, have in view both what an educated person should be and the\ud ideal society to whose relationship they will contribute. Such educated individuals will\ud presumably contribute to the betterment of their society insofar as adjustments to their status\ud quo are desirable. In line with Morgan, this study has suggested that disempowered learners\ud in Pakistani higher secondary classroom, by taking the ownership of their learning, can\ud emerge as independent critical thinker with a better perception of the world.\ud This study has explored how conservative pedagogical treatment affects the learners’\ud understanding of texts by disempowering and having them either misperceived or\ud incomplete information. The study has proposed an alternative route to learning which might\ud ensure a more effective impact on the learning process and the learning outcome. For this\ud purpose, the study critically analyses the texts of a Pakistani higher secondary English\ud textbook to investigate how ineffective treatment of these texts influences the learners’\ud perception of the world and their learning outcome. The critical discourse analysis\ud complements a questionnaire survey followed by interviews with the learners to gauge their\ud level of understanding of the texts in line with the goals and objectives set by the national\ud curriculum of Pakistan.\ud Following a critical paradigmatic pattern, the study not only points out the problem but also\ud comes up with a change agenda by advocating the case for critical pedagogy for these\ud learners. The study proposes sample material to support how adding a critical dimension to\ud the existing English syllabus may well achieve better results in term of academic\ud accomplishments, in addition to broadening the learners’ vision, and preparing them to face\ud the rapidly changing and growing world of the 21st century
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