In an era dominated by neoliberal and neoconservative ideologies that have impacted education policies, it is a challenge to implement a socially critical pedagogy of teaching (Smyth, Down & McInerney, 2014), as it requires the teacher to take risks (Monchinski, 2008) to challenge the narrow curriculum. However, critically reflective practice and socially critical pedagogy in teaching is the key to minimizing risks and circumstances of inequality and it develops critical thinking in learners (Smyth et al., 2014). It is the answer to counteracting a school climate that promotes an alienating experience due to its large class size, rigid timetables, hierarchical structures, lack of focus on creative subjects, “didactic teaching, punitive discipline, competitiveness, streaming, testing, poor relationships, irrelevant curriculum, and bullying (Smyth et al., 2014, p. 97). …show more content…
97). Moreover, a socially just school consist of allowing students to have significant ownership over their learning, supportive and healthy relationships with teachers and peers, fostering a learning setting that encourages questions, thoughts and ideas, enacting a curriculum that is connected to pupils’ lives, implementing suitable forms of reporting and assessment, promoting a flexible pedagogy that acknowledges the diversity of students, and celebrating the different cultures of all young people (Smyth, 2012). Additionally, Walker (2017) claims that when students have the freedom and supportive environment to speak and have a say in their learning, it develops a sense