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1 Literature Review This literature review explores multiple research that focuses on empowering students within classrooms through critical pedagogy. According to Danker's (2015), Özaydınlık and Sağlık (2021), Lopez and Ortiz (2019), and Heiman and Yanes (2018), critical pedagogy is perceived a strategy for improving the quality of education through fostering dialogue between instructors and students. Hannay et al. (2010), who advocate for student empowerment through critical pedagogy, add that teachers must adjust their practices and provide students with clear goals to improve students' academic outcomes. Therefore, critical pedagogy was primarily defined as implementing pedagogical tactics and methodologies that encourage students' critical thinking, civic engagement, and active participation. Although not all reviewed literature used empirical research that used critical pedagogy, many of its basic tenets, such as student- empowerment tools, were implemented. According to Graham et al. (2007), ARSs are a great way to get undergraduates more involved in class, and their use is consistent with the essential pedagogical concepts of active involvement and feedback. Furthermore, Bishop et al. (2015) explored how coaches of tertiary school athletics might lessen social inequality and advance social justice, emphasizing the significance of confronting privilege and promoting critical thinking in learning environments. In line with essential pedagogical concepts, Ollis (2012) emphasizes the embodied and social dimensions by examining the identity formation and learning processes of activists engaged in social and political actions. Cornelius and Herrenkohl (2004), Hanrahan (1998), Bowering et al. (2007), Coles-Ritchie et al. (2022), Collins-Warfield (2022), and Celuch et al. (2010) further explored and examined many aspects of critical pedagogy, including as teacher-student relationships,

2 group dynamics, curriculum design, civic involvement, social justice, and the cultivation of critical thinking. Özaydınlık and Sağlık (2021) investigated university instructors' viewpoints on critical pedagogy. The survey looked at the views of Antalya teachers on the fundamentals of critical pedagogy for the 2019–2020 academic year. The question of whether their opinions differ markedly based on factors including gender, seniority, place of employment, faculty degree, degree of teaching, and education level was also looked into. The study demonstrates that although educators are conscious of how government policies affect learning, they frequently overlook problems about social justice and equality in the classroom (Özaydınlık and Sağlık, 2021). It is shown how critical pedagogy may change education and society by encouraging discussion and providing different viewpoints. The article recommends additional research, including investigating critical pedagogy in private educational settings, promoting a more profound comprehension of critical pedagogy ideas, localizing global essential pedagogy practices, incorporating critical pedagogy into teacher preparation programs, and coordinating academic subjects with fundamental tenets of pedagogy. Heiman and Yanes (2018) extensively examine the obstacles and opportunities arising from the expansion of Two-Way Bilingual Education (TWBE) programs, predominantly fueled by White English-speaking families. The authors underscore the importance, in line with Guadalupe Valdés' perspective, of redirecting TWBE initiatives to give precedence to the experiences and circumstances of Latinx pupils, particularly in light of neoliberal influences. This research utilizes the methodology of critical ethnography to examine the educational strategies employed by a fifth-grade teacher inside a progressively gentrifying Two-Way Bilingual Education (TWBE) school. Critical pedagogy, which is based on the theories of Paulo

3 Freire, places significant emphasis on the promotion of empowerment via the cultivation of critical thinking skills and the development of social consciousness. The authors emphasize the significance of promoting critical consciousness and activism within educational settings by proposing its inclusion as a fundamental aspect of TWBE alongside academic rigor, biliteracy, biculturalism, and multicultural competence (Heiman & Yanes, 2018). This aligns with the objective of critical pedagogy, which aims to empower oppressed people and interrogate repressive structures. Furthermore, the researchers' emphasis on language as a mechanism for empowerment and resistance aligns with the principles of critical pedagogy, which acknowledges language as a vehicle for contesting prevailing narratives and promoting transformative societal shifts. Lopez and Ortiz (2019) further explored the concept of critical pedagogy within a summer program to foster personal and academic development among Chicana/o and Latina/o high school youth. Their study focused on the particular activity of "Encuentro," which are regular gatherings intended to foster a feeling of community and group sense-making. The authors examined the critical roles that inclusive participation standards and the growth of meaningful relationships based on caring and trust played in these encounters. These components were shown to foster a critical consciousness by promoting an atmosphere where non-dominant children felt free to express themselves honestly. The study emphasizes how interpersonal interactions and participation norms help to build relationships based on genuine concern and trust. According to Lopez and Ortiz (2019), authentic caring is viewed as a political and transformational component that encourages students to express themselves honestly. The article's emphasis on the value of relationships, trust, and genuine concern in fostering students'

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4 ability to participate in critical discussions and introspection is consistent with the tenets of critical pedagogy. Danker (2015) further explored the challenge of improving student engagement and learning in institutions of higher learning using a flipped classroom strategy. A flipped classroom is built on the premise that lectures and direct instruction are not the most efficient use of class time. It strives to encourage communication between students and teachers and among students themselves, gradually enhancing instructional design to support deep understanding. The authors used an action research technique to conduct this study, focusing on an iterative and reflective process of improving instructional design (Danker, 2015). Flipped classroom strategy supports the study's primary goal of promoting deep learning in a large classroom setting. Furthermore, surveys were distributed immediately following each flipped class, focusing on the online lectures and university students' experiences. Short interviews with a small sample of students from two cohorts were done to investigate various elements of their behavior, knowledge acquisition, and learning experiences (Danker, 2015). The study's findings show considerable results. The flipped classroom strategy successfully transformed typically huge lecture classrooms into active learning settings, increasing student participation and interaction. Using guided inquiry-based activities in flipped courses increased student engagement, curiosity, and the development of higher-order thinking abilities (Danker, 2015). This research aligns with critical pedagogy principles by emphasizing active student engagement, critical thinking, and profound comprehension. Its primary objective is to address a prevalent gap in higher education by addressing the difficulty of enhancing student engagement and cultivating profound learning in large lecture halls. These obstacles frequently contradict the principles of critical pedagogy, which emphasize active participation and critical inquiry.

5 Cornelius and Herrenkohl (2004) also examine power relations in an undergraduate classroom. The study investigates how power dynamics affect social interactions and how learners interact with scientific principles using a subset of data from the broader "Promoting Argumentation in the Teaching of History and Science" (PATHS) project. Interviews with two interested and articulate students were conducted in addition to analyzing filmed teachings from the classroom. While interviews offered insights into students' viewpoints of power relationships and participation in class activities, classroom lessons were filmed to examine power dynamics during debates and activities (Cornelius & Herrenkohl, 2004). The study's approach entails a qualitative examination of the gathered data. The researchers watched, taped, and transcribed classroom lessons focusing on power dynamics, student engagement, and interactions. The interviews with them were also transcribed and examined to learn more about the two focus students' perspectives on power dynamics and their participation in class activities (Cornelius & Herrenkohl, 2004). According to the study, ownership of ideas, partisanship, and persuasive language were three essential elements of power in the classroom. When students took ownership of their perspectives, the instructor lost control, and the students gained the ability to credit their thoughts and research (Cornelius & Herrenkohl, 2004). As students argued from various perspectives, partisanship changed power dynamics among them. As classmates and the instructor analyzed the students' arguments, persuasive speech created a new power structure. Further research on student-focused techniques in contemporary classrooms was conducted by Hannay, Kitahara, and Fretwell (2010). Their study focuses on how educational institutions are evolving, with traditional teaching strategies giving way to ones that are more based on the needs of the students. The researchers have created several methods for creating a

6 learning environment that strongly emphasizes addressing students' needs and tracking their progress after performing an extensive literature study. The servant professor is an educator who, in their capacity within an educational establishment, exemplifies the values of servant leadership. A leadership ideology, servant leadership, strongly emphasizes helping others, putting their learning needs first, and promoting their professional and personal development (Hannay et al., 2010). This paradigm is based on the notion that educators should value helping students and meeting their basic learning needs. Educators may create a supportive and empowering learning atmosphere by using this strategy. The study emphasizes the crucial part that servant leadership plays in creating an educational plan oriented to the student's needs. In addition, Hannay et al. (2010) investigated various methods for assessing the knowledge advancement of students in the context of dynamic and adaptable classroom environments. These methods include the "servant-professor" paradigm, measuring student learning outcomes, and advocating for active learning approaches. The study's findings highlight the necessity of shifting from an instructor-centered to a learner-centered educational paradigm. It highlights how servant leadership principles are crucial in fostering a classroom environment where students' needs and development precede everything else (Hannay et al., 2010). The study focuses primarily on the benefits of active and experiential learning for improving student engagement and understanding. The research is consistent with critical pedagogy by emphasizing student-centered teaching practices and the significance of satisfying students' learning needs. Also, the study echoes the essential pedagogical goal of encouraging active student engagement and deep understanding by reorienting education from a focus on the teacher to a more student- centered one.

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7 Furthermore, research by Graham, Tripp, Seawright, and Joeckel (2007) examined the effects of audience response systems (ARS) on student participation in undergraduate university courses. Audience Response Systems, also denoted as ARS, are interactive technologies that facilitate student engagement by enabling them to respond to instructor inquiries using portable devices generally known as clickers. The significance of ARS concerning critical pedagogy is in its capacity to augment student engagement and foster active involvement in the learning experience. In the study, the questionnaires were distributed to students enrolled in twelve courses in which ARS technology was utilized. These surveys aimed to gather data on students' viewpoints on the efficacy and impact of ARS in their educational endeavors. The study encompassed various dimensions of using Augmented Reality Systems (ARS). These dimensions surrounded the efficacy of ARS in fostering student engagement, offering formative feedback, facilitating grading and attendance monitoring, and gauging the students' overall perceptions wards this technological innovation (Graham et al., 2007). The above process, starting from students' observation to engagement and ending by providing feedback that reflects their analytical tools, enhances the adaptation of critical pedagogy. Students within this platform were granted the power to observe and analyze through engagement. The methodology mainly used quantitative analysis, which involved looking at survey results. Comparisons were made between the non-reluctant and reluctant participants, who were less likely to engage in class. The study aimed to evaluate how ARS affected various student demographics and their opinions of the technology's usefulness. The results showed that most students thought ARS was beneficial, with a focus on its worth for giving constructive feedback as opposed to for objectives connected to grading or attendance requirements (Graham et al., 2007). Less likely to find the ARS beneficial were reluctant participants, particularly those who

8 favored courses without active participation. This study conforms to the tenets of critical pedagogy, which include student empowerment, active involvement, feedback, and student- centered learning. It integrates technology to support these vital pedagogical objectives to improve the educational experience. Furthermore, Hanrahan (1998) researched to investigate the impact of various aspects on students' motivation and learning outcomes, including the learning environment, instructional activities, and students' perspectives, specifically within a University Biology class setting. The primary data collection methodology was participant observation, interviews, and a written answer survey. According to Hanrahan (1998), students' strong inclination toward learning and their cognitive involvement was impeded by two interconnected elements: the instructor's authority over instructional tasks and the student's perceptions of the learning atmosphere. The study's results revealed evidence of intrinsic and extrinsic motivation, although their impact on promoting profound involvement in the learning process was constrained. The study's conclusions are consistent with the goal of critical pedagogy, which is to foster intrinsic participation and reduce dependence on outside rewards. Hanrahan (1998) suggested learning activities that foster positive conceptions of student- directed learning, in which they are the masters of their education. Project-based learning, self- evaluation, exploratory projects, group discussions, and online modules are a few instances identified by the researcher to promote self-reliance and active participation in the learning process. Teachers must carefully prepare and receive small group work training to encourage student autonomy. Additionally, it stressed how crucial it is to establish a learning atmosphere in the classroom where every student's progress is appreciated and where there is more student autonomy and participation. The study's findings emphasized the significance of comprehending

9 respondents' interpretations of questionnaire questions in varied situations (Hanrahan, 1998). Additionally, it emphasized the need for caution when extrapolating results from single-case studies. The study showed the benefits of collaborative action research, including instructors and students, and expressed concerns about the researcher's involvement in influencing the interpretation of findings. In addition, Bowering et al. (2007) investigated how mature students enrolling in a Chinese off-shore master's program in education focused on educational leadership reacted to group work as a component of their learning process. The study aimed to comprehend how these bilingual students, who had substantial educational backgrounds but varied degrees of English language ability, saw and participated in group work activities. The study focused on the first batch of students and took a case study methodology. Students' opinions on group projects were gathered, teaching and learning practices were evaluated, and potential revisions to improve learning outcomes were identified as part of data collection (Borewing et al., 2007). The investigation also examined gender disparities in teaching methodologies, utilization of computers, motives, and views of pedagogical achievements among educators. Borewing et al. (2007) revealed that female educators have shown a greater propensity for employing student- centered instructional approaches and a higher inclination towards student-centered pedagogy than their male counterparts. Additionally, it was demonstrated that female participants reported lower computer knowledge levels and less comfort in utilizing technology for instructional purposes (Borewing et al., 2007). The study establishes a relationship between critical pedagogy by investigating various teaching methods, pedagogical strategies, and the unequal representation of genders in educational leadership roles. It also addresses the existing research gap about the influence of gender on instructional practices within the framework of bilingual adult learners

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10 participating in an off-shore master's degree program. This study aligns with the principles of critical pedagogy, which prioritize fairness and student-focused education. Learning may be made more interesting, significant, and attainable with the help of sound pedagogy. According to research by Coles-Ritchie, Power, Farrell, and Valerio (2022), a community engagement initiative involving psychology students and young people at a juvenile detention facility (JJS) is the subject of attention. It attempts to show how feminist and critical pedagogies may encourage reciprocal community participation that benefits the community and college students. The research team used a qualitative, single case study methodology to comprehend the complex social dynamics of this community-engaged course, which included the psychology course professor, a JJS volunteer, and a senior college student (Coles-Ritchie et al., 2022). Four focus groups were held, three with JJS adolescents and one with college students, as part of the data-gathering process. Lesson plans, rubrics, and syllabi were also examined. The goal of the focus groups was to learn more about how participants felt about working together, how they perceived the course's content and delivery, and how they experienced the project (Coles-Ritchie et al., 2022). The study design highly valued encouraging sincere replies and minimizing power dynamics between researchers and participants. The research showed that the program benefited college students and young people in the JJS. Despite the brief timeframe of the project, it improved collective critical awareness among college students and enabled participants to interact with pertinent themes, creating genuine relationships (Coles-Ritchie et al., 2022). The research emphasizes the value of critical community participation in higher education. It advises instructors, civic engagement organizations, and administrators on building

11 deep linkages into their lessons. It also emphasizes preserving enduring connections with community partners to promote effective engagement programs. Moreover, a study conducted by Celuch, Kozlenkova, and Black (2010) explores the domain of marketing education, particularly emphasizing the influence of critical thinking abilities on students' self-perception as critical thinkers. This study holds substantial importance in the broader scope of higher education as it elucidates the mechanisms via which students develop their self-perception as critical thinkers. Promoting active and critical engagement with information is the essential aim of pedagogy, which is reflected in this study's focus on the impact of critical thinking skills on students' perceptions of themselves as critical thinkers. The researchers in this study integrate two separate domains of scholarship, namely critical thinking and self-identity. The researchers propose a hypothesis that suggests the presence of a mediating variable, namely critical thinking self-efficacy, which plays a role in the relationship between students' opinions about their critical thinking skills and their self-identification as critical thinkers (Celuch et al., 2010). To examine these assumptions, the researchers gathered data from students who were enrolled in classes that specifically emphasized critical thinking and control classrooms where critical thinking was not the main emphasis. The findings of this study shed light on the connections between critical thinking skill beliefs, self-identity, and self-efficacy. Students' conviction in their critical thinking abilities favorably influenced their critical thinking self-efficacy, strengthening their self-identity as essential thinkers in classrooms where critical thinking was routinely addressed (Celuch et al., 2010). However, similar effects were not detected in control courses, emphasizing the relevance of explicit essential thinking pedagogies in promoting critical thinker self-identity. The findings have ramifications for marketing instructors and researchers who want to encourage lifetime

12 learning abilities. Recognizing how critical pedagogies in thinking affect students' self-identity might assist educators in developing more successful teaching strategies (Celuch et al., 2010). The study also provides a foundation for future research into the links between critical thinking abilities, dispositions, and identity construction in the context of marketing education. In addition, Bishop, Kramers, and Camiré (2023) investigate how high school sports coaches might help advance social justice and reduce social inequality in Canada. It is set against contemporary social movements calling attention to and action on social disparities. Researchers performed an exploratory case study with one coach to better understand how high school coaches think about social justice. The Critical Positive Youth Development (CPYD) paradigm was used by Bishop et al. (2023) as an analytical framework in this study to examine the viewpoints of coach participants on social justice. In youth development, the CPYD paradigm is distinguished by its emphasis on political effectiveness, critical thinking, and critical action. This paradigm was used in the study to gain a deeper understanding of how coaches view and handle social justice concerns in the context of youth development. Keeping with the tenets of critical pedagogy made it possible to concentrate on analyzing crucial and revolutionary aspects of the coaches' viewpoints and methods (Bishop et al., 2023). The participant, a white heterosexual man, had 16 years of coaching and teaching expertise in Canada's high school physical education program. The coach participated in two semi-structured interviews during which subjects such as demographics, notions of social justice, comfort with addressing social justice problems, difficulties, and suggestions was covered (Bishop et al., 2023). Reflexive thematic analysis (RTA) was used to assess the data gathered through interviews done through Zoom. The study's conclusions provided insight into the coach's views on social justice and highlighted areas of unrealized potential. In particular, the coach

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13 showed little critical thinking about his privilege as a white guy. His commitment to social justice was primarily reactive, and he hesitated when aggressively addressing social justice concerns (Bishop et al., 2023). The research emphasizes the value of teaching social justice to coaches in high school athletic environments, addressing privilege, and encouraging critical inquiry. Collins-Warfield's (2022) research dug deeper into the phenomena of tactics adopted by college instructors to help historically underrepresented students, particularly first-generation, low-income, and Students of Color, who were having difficulties in the classroom. Critical pedagogy, pedagogy of care, radical love, critical care pedagogy, and a student-ready institutional framework were all utilized in this qualitative exploratory case study based on a critical-constructivist epistemology. There were three stages to the data collection process. The first step involved administering a qualitative questionnaire to 143 Ohio State University undergraduates, who were then asked to name professors who had been instrumental in helping them succeed academically despite obstacles. In the second round, 14 students were chosen from the survey takers and interviewed using semi-structured questions (Collins-Warfield, 2022). In the third and final round, six teachers were asked to take part in semi-structured interviews and had their classes observed. The acquired material was analyzed using qualitative coding approaches and theme analysis. The data shed light on how various students and instructors evaluated academic achievement and difficulties. Students defined these notions regarding performance metrics, growth mindset, and knowledge integration, whereas teachers saw them as productive acts, mindsets, tangible outcomes, and caring demonstrations (Collins-Warfield, 2022). This study's implications include the adoption of the SRCCP model, the incorporation of identity and social

14 justice into teaching methods, and the inclusion of both caring-about and caring-for strategies. It emphasizes prioritizing teaching during tenure, establishing teacher development programs, and realigning Land-Grant colleges' purpose and vision (Collins-Warfield, 2022). Furthermore, the study proposes future research directions, such as the complex interaction between student identity and academic challenges. In addition, Ollis (2012) performed research that examined the learning processes and identity development of activists involved in social activities. The study provides insights into their comprehensive, embodied, and social learning encounters. This approach establishes a connection with critical pedagogy by emphasizing experiential learning and forming identity within a social context, which are fundamental elements of critical education. This study also employs a vital pedagogy framework as its methodological approach, utilizing a qualitative research methodology. This research adopts a case study approach, focusing on activists engaged in various social and political causes in Australia. These causes encompass various topics, such as corporate globalization, environmental matters, asylum seekers, civil liberties, and problems about gender, disability, and sexuality (Ollis, 2022). The study uses participant narratives, observations, and interviews to discover how activists learn. The research's conclusions are insightful. They demonstrate how deeply ingrained social interactions and behaviors are in activists' learning. One of the study's primary results is the emphasis on socialization, which emphasizes how activists learn from one another via their participation in social movements (Ollis, 2022). The study also highlights how deeply embodied learning is for activists rather than just being a cognitive process. Their educational experiences are marked by zeal, a fierce desire to effect change, and a dedication to the cause of social justice (Ollis, 2022). This study has significant ramifications, especially in the context of social and

15 political activity. It highlights the need for learning processes for activists in building stronger social movements, neighborhood associations, and solidarity networks. Conclusion The literature analysis discussed provides a crucial framework for the ongoing study, which investigates the empowerment of students as engaged learners in the classroom. This study adheres to the fundamentals of critical pedagogy by looking at the elements that empower students and undermine self-marginalization. To promote student empowerment, the review emphasizes the value of crucial teaching components, including evaluation, analysis, comparison, and questioning. Additionally, it highlights how democratic, culturally sensitive, and dialogic multicultural education supports empowerment and promotes knowledge production. The study's research questions directly address the gaps in the existing literature, highlighting the importance of comprehending the variables that affect student participation and the dismantling of self-marginalization in educational environments. The present research aims to close these gaps and add to the expanding body of knowledge about student empowerment and critical pedagogy by undertaking a qualitative inquiry.

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16 References Bishop, E., Kramers, S., & Camiré, M. (2023). Missed Opportunities for Critical Consciousness in Canadian High School Coaching: An Exploratory Case Study . 3 (1), 4–19. https://doi.org/10.55743/000017 Bowering, M., Leggett, B., Harvey, M., & Hui, L. (2007). Opening up Thinking: Reflections on Group Work in a Bilingual Postgraduate Program. International Journal of Teaching and Learning in Higher Education , 19 (2), 105–116. https://files.eric.ed.gov/fulltext/EJ901289.pdf Celuch, K., Kozlenkova, I., & Black, G. (2010). An Exploration of Self-Efficacy as a Mediator of Skill Beliefs and Student Self-Iadentity as a Critical Thinker. Marketing Education Review , 20 (3), 255–264. https://doi.org/10.2753/mer1052-8008200306 Coles-Ritchie, M., Power, C. A., Farrell, C., & Valerio, M. (2022). Pedagogy matters: A framework for critical community-engaged courses in higher education. Gateways:

17 International Journal of Community Research and Engagement , 15 (1). https://doi.org/10.5130/ijcre.v15i1.8144 Collins-Warfield, A. E. (2022). Student-Ready Critical Care Pedagogy: Empowering Approaches for Struggling Students . The Ohio State University. Cornelius, L. L., & Herrenkohl, L. R. (2004). Power in the Classroom: How the Classroom Environment Shapes Students’ Relationships With Each Other and With Concepts. Cognition and Instruction , 22 (4), 467–498. https://doi.org/10.1207/s1532690xci2204_4 Danker, B. (2015). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. IAFOR Journal of Education , 3 (1). https://doi.org/10.22492/ije.3.1.10 Graham, C. R., Tripp, T. R., Seawright, L., & Joeckel, Georgel. (2007). Empowering or compelling reluctant participators using audience response systems. Active Learning in Higher Education , 8 (3), 233–258. https://doi.org/10.1177/1469787407081885 Hannay, M., Kitahara, R., & Fretwell, C. (2010). Student-focused strategies for the modern classroom . https://files.eric.ed.gov/fulltext/EJ1056390.pdf Hanrahan, M. (1998). The effect of learning environment factors on students’ motivation and learning. International Journal of Science Education , 20 (6), 737–753. https://doi.org/10.1080/0950069980200609 Heiman, D., & Yanes, M. (2018). Centering the Fourth Pillar in Times of TWBE Gentrification: “Spanish, Love, Content, Not in That Order.” International Multilingual Research Journal , 12 (3), 173–187. https://doi.org/10.1080/19313152.2018.1474064

18 Lopez, E. J., & Ortiz, J. (2019). Promoting Transformative Learning for Chicana/o and Latina/o High School Youth. Journal of Latinos and Education , 1–15. https://doi.org/10.1080/15348431.2019.1612401 Ollis, T. (2012). A Critical Pedagogy of Embodied Education . https://doi.org/10.1057/9781137016447_8 Özaydınlık, K., & Sağlık, M. A. (2021). Teachers’ approaches to the principles of critical pedagogy: A mixed-method study.

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