English Language Education as Practice of Freedom in Ghana: An Analysis of Teachers’ Views and Opinions

Abstract

This study examined the views and opinions of Senior High School (SHS) English language teachers on critical pedagogy as well as its applicability in their classrooms. To achieve these objectives, 220 teachers of English were sampled to respond to a questionnaire, with 50 out of this number selected to take part in an interview. The data were subjected to statistical analysis using the SPSS and thematic analysis by a simple system of coding. Results suggest that teachers consider critical pedagogy as a viable alternative to the traditional teaching practice. Based on the results, it is suggested that it is important for teachers to practice democracy in the English language classroom in order for students to see themselves as valued members of the society who can practice education as freedom.