Critical pedagogy has been debated for more than three decades and appears in many and varied constructions and characterizations. One of the key issues to be considered is the potential for implementation of critical pedagogy in institutionalised educational settings, where it has not always found a comfortable home. In this paper, the historical development of critical pedagogy is the focus of attention. Some of the central tenets are examined with a view to understanding how critical pedagogy has evolved over the years and what critiques are inherent within it or have been directed towards it. The paper then focuses on the issue of assessment, particularly in teacher education, and the possibility of incorporating some of the principles and practices of critical pedagogy in the assessment process in this setting. The work of several writers is considered in relation to the establishment of empowering processes, not only for learning, but also for assessment.
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