Competences

• a)Engage in critical self-reflection to interrogate and transform one’s own assumptions, biases, and prejudices;
• b)Analyse and interpret tangible examples through which gender, race, social class and other grounds of discrimination, become forms of oppression that limit the freedom of particular groups in society;
• c)Deconstruct and critique dominant, ‘common-sense’ educational practices that reinforce privilege and marginalisation, articulating their sociocultural implications;
• d)Design and propose transformative strategies and policy recommendations to reframe and redress inequitable practices within educational systems;
• e)Employ and evaluate ethnographic and critical inquiry methods to collect and analyse classroom data for evidence-based reflection and reform;
• f)Collaborate and innovate within professional communities to embed critical pedagogy within the learning outcomes framework for the primary;
• g)Facilitate and guide students to critique and interpret the world and their position within it in an age-appropriate way.

Knowledge

• a)Critically analyse and contextualise the major paradigms within sociology of education;
• b)Examine systematically and interpret the foundational principles of Critical Theory and Critical Pedagogy, appraising their theoretical depth and potential for transformative practice in the primary classroom;
• c)Critically evaluate how intersecting forms of discrimination, including gender, race, class etc., work in the interests of some and not others;
• d)Analyse and synthesis the concepts of habitus, social capital theory and the Panopticon effect, assessing how these social constructs illuminate the alignment or misalignment between education, power and society;
• e)Differentiate and theorise the relationship between Critical thinking and Critical Pedagogy and their place in education;
• f)Interpret elements of the Learning Outcomes Framework that support a critical pedagogical stance, evaluating how they can be used to foster equity, inclusion, and transformative learning.

Skills

• a)Synthesise and apply different theories to everyday experiences to be able to critically interpret them within a broader systemic context;
• b)Design and conduct ethnographic and action research projects to generate, analyse, and apply data that inform transformative educational practices;
• c)Formulate and advocate classroom, curricular, and institutional strategies that challenge structural inequalities and advance inclusive change;
• d)Contextualise the concept of habitus within their professional experiences to understand its influence on educational perceptions and practices;
• e)Empower and mentor students to become agents of change in age-appropriate ways.