| This thesis is an exploratory study examining how popular culture functions as a form of critical pedagogy in Barbados. As such, the findings of the focus group research conducted with Barbadian secondary school students were analyzed according to three central features of Freire's model of critical pedagogy: dialogue, critical thinking/consciousness-raising, and praxis. As a case study of the Barbadian context, then, the present study considers how past and present forms of oppression illustrate the salience of a popular culture pedagogy in this Caribbean nation, specifically discussing how issues of power and hegemony are implicated in the history, popular culture, and schooling of Barbados. |
