Towards a Model of a Critical Pedagogy in Malawian Universities
Quality university education is important for achieving national aspirations as stated in higher education policy frameworks in Malawi. The major education policy documents in Malawi: The Policy and Investment Framework and the Malawi National Education Sector Plan recognise the importance of university education for knowledge production and its dissemination and for the facilitation of a culture of peace that is conducive and critical for socio-economic, political and industrial development. In an attempt to align policy to achieving these goals, the policy documents outline the following policy directions: improving access, achieving equity, enhancing quality, improving financial management and improving the management and planning of the university sector. This paper shows that what is lacking however is a philosophical foundation on which to ground university pedagogy so as to train critical citizens able to produce knowledge and advance civic values. Thus, this paper conceptualises a model of critical pedagogy useful in enhancing critical citizenship in Malawi. The paper is conceptual other than empirical in its approach.
Keywords: Quality assurance; Critical pedagogy; Critical citizenship.
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