Thelin, William. “Understanding Problems in Critical Classrooms.” College Composition and Communication. 57.1 (2005): 114-141. Print.
In this article, William Thelin critiques critics of critical pedagogy in the composition classroom, Richard Miller and Russel Durst. In short, Thelin asks that baby, critical pedagogy, not be thrown out with the bathwater, challenges, mishaps, and uncertainties that may occur in the classroom. The critique, however, is not the focus of his essay; Thelin provides additional classroom research to show how imperfect critical pedagogy practices/ results can provide valuable insight into achieving the goals of critical pedagogy.
Thelin collected data in the form of student essays that critiqued the “failed” writing course they had participated in with him that semester and offered specific reasons as to why they did not meet their mutual expectations. The 21 students were a mix of white and African American students across social class lines and genders.
He cites himself in an article with John Paul Tassoni to say, “Students empowerment and challenges to the status quo obviously could not run as seemlessly and still be what they claimed” (2). He continues:
If everything in a critical classroom worked as well as some accounts of critical pedagogy make it seem (see Rosenthal as one example), we would not have a transformation of a classroom. We would have a recasting of the typical hero model of teaching where the instructor rescues students in need of saving (127).
One of the main reasons (signified by five student responses) students gave for things not going well in the classroom was that students were “not used to freedom/ contradicted previous classroom experience” (128). No students argued that students should no co-develop curricula with the instructor (130).
Thelin interprets his classess’ “blunders” as learning opportunities for intructors and students. As an instructor, he sees opportunity to improve his pedagogy by listening to students’ voices more and understanding their understanding of democracy and education. For his students, he holds out hope that they will be better equipped to handle a critical pedagogy class in the future; more and not less critical pedagogy is necessary to have successful democratic classrooms.