American Journal Of Philological Sciences
1
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue08 2025
PAGE NO.
1-8
Beyond Banking: Applying Paulo Freire's Critical
Pedagogy to Educational Reform in the Kurdistan Region
of Iraq
Dr. Leila M. Farzad
Department of Curriculum & Instruction, American University of Beirut, Lebanon
Dr. James T. Holloway
Department of Comparative and International Education, University of Oxford, United Kingdom
Received:
03 June 2025;
Accepted:
02 July 2025;
Published:
01 August 2025
Abstract:
This paper explores the application of Paulo Freire's critical pedagogy to educational reform efforts in the
Kurdistan Region of Iraq. Drawing from Freire’s rejection of the traditional "banki
ng model" of education, the study
examines how dialogical, student-centered learning approaches can address systemic issues in Kurdish educational
institutions, including rote learning, centralized curricula, and lack of critical engagement. Through qualitative
analysis of current reforms and pedagogical practices in the region, the paper highlights both the challenges and
opportunities of integrating Freirean principles in a post-conflict, culturally rich context. The findings suggest that
fostering critical consciousness among students and educators could be a transformative step toward a more
participatory and democratic education system in Kurdistan.
Keywords:
Critical pedagogy, Paulo Freire, educational reform, Kurdistan Region, Iraq, banking model,
transformative education, dialogical learning, student-centered pedagogy, critical consciousness.
Introduction:
Education, fundamentally, is a dynamic
process
intended
to
foster
growth,
critical
consciousness, and societal transformation. Paulo
Freire, an eminent Brazilian educational theorist and
philosopher, reshaped global pedagogical discourse
through his groundbreaking work, particularly
Pedagogy of the Oppressed [4]. Freire's philosophy
stands as a powerful critique of conventional,
hierarchical
educational
paradigms,
instead
championing a liberatory approach that empowers
learners to critically engage with their world and
actively participate in its transformation [1, 2]. His
foundational concepts, including the "banking concept"
of education, "conscientization," "dialogue," and
"praxis," collectively offer a robust framework for
fundamentally reimagining educational practices
beyond mere didactic transmission of information [4].
The Kurdistan Region of Iraq (KRI), having navigated a
complex history of conflict and political evolution, has
placed significant emphasis on the reconstruction and
advancement of its educational infrastructure [13].
While considerable efforts have been directed towards
enhancing educational quality and aligning with
international benchmarks, persistent challenges
remain. These include issues related to curriculum
relevance, the efficacy of teaching methodologies, and
the cultivation of advanced critical thinking skills
among students [10, 15, 23]. Historically, the KRI's
educational system has been largely shaped by a
centralized,
content-driven
model,
frequently
characterized by an overreliance on rote memorization
and a predominantly teacher-centric instructional
approach [15]. This entrenched traditional paradigm,
which Freire famously termed "banking education"
—
where knowledge is passively "deposited" into
students as if they were empty receptacles
—
can
profoundly impede the development of independent
thought, creative problem-solving, and active, engaged
citizenship [4]. Indeed, recent research indicates that a
significant majority of university students in the
Kurdistan region perceive their learning experiences as
American Journal Of Philological Sciences
2
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
fitting this banking model [Kakamad et al., 2025, p. 1].
This article endeavors to undertake a comprehensive
exploration of the profound and timely relevance of
Paulo Freire's educational philosophy to the
contemporary educational landscape of the Kurdistan
Region of Iraq. By meticulously analyzing core Freirean
principles such as authentic dialogue, problem-posing
education, and the process of conscientization, this
paper seeks to articulate how these concepts can serve
as powerful catalysts for informing and inspiring
systemic reforms in curriculum development,
pedagogical
strategies,
and
the
overarching
educational culture within the KRI. The ultimate
objective is to advocate for a paradigm shift: moving
beyond a static, one-way transmission model towards
a more dynamic, critically reflective, and genuinely
liberating
educational
experience.
Such
a
transformation would not only prepare students for
academic success and examinations but, more
importantly, equip them for active, informed, and
transformative
participation
in
the
ongoing
development and shaping of their society.
METHODS
This article adopts a rigorous conceptual analysis
methodology, grounded in an extensive and systematic
review of existing scholarly literature. This review
encompasses foundational texts on Paulo Freire's
educational philosophy, alongside a wide array of
studies and reports specifically pertaining to the
education system within the Kurdistan Region of Iraq.
The chosen methodology involves a thematic synthesis,
meticulously integrating key Freirean concepts with
their potential applicability and implications within the
unique socio-cultural and educational context of the
KRI. This approach allows for a deep theoretical
exploration without generating new empirical data,
focusing instead on the analytical synthesis of existing
knowledge.
2.1. Literature Search Strategy and Selection Criteria
A comprehensive search was conducted across
academic databases (e.g., Google Scholar, JSTOR,
Scopus) using keywords related to Paulo Freire's
pedagogy
(e.g.,
"critical
pedagogy,"
"banking
education," "conscientization," "dialogue," "praxis")
and education in the Kurdistan Region of Iraq (e.g.,
"Kurdistan education," "Iraqi Kurdistan higher
education," "educational reform KRI," "student-
centered learning Iraq"). The selection criteria
prioritized peer-reviewed journal articles, academic
books, doctoral dissertations, and reputable reports
published by research institutions. Emphasis was
placed on recent publications (within the last two
decades where possible) to ensure contemporary
relevance, although foundational texts by Freire and
early interpretations of his work were also included to
establish a robust theoretical base.
2.2. Theoretical Framework: Paulo Freire's Core
Concepts
The theoretical bedrock for this analysis is built upon
Freire's seminal works, particularly Pedagogy of the
Oppressed [4], which introduces the "banking concept"
of education as a dehumanizing practice where
teachers "deposit" knowledge into passive students.
This stands in stark contrast to "problem-posing
education," a dialogical approach where teachers and
students co-investigate reality, fostering critical
thinking and agency [4]. Other crucial Freirean
concepts include:
•
Conscientization: The process by which
learners move from a naive understanding of their
reality to a critical awareness of the socio-political
contradictions that shape their lives, leading to a
commitment to action [4, 20].
•
Dialogue: More than just conversation,
dialogue for Freire is an existential encounter between
individuals, mediated by the world, through which they
"name" and transform that world. It requires humility,
faith, love, and hope [4].
•
Praxis: The dynamic interplay of reflection and
action. For Freire, authentic learning involves both
understanding the world (reflection) and acting to
change it (action), with each informing the other [4].
•
Teacher-Student
Relationship:
Freire
advocates for a horizontal, rather than vertical,
relationship, where both teacher and student are
simultaneously learners and educators, engaged in a
mutual process of inquiry [4].
These concepts, along with critical analyses and
interpretations by scholars such as Darder [1], Elias [2],
Gibson [6], Giroux [7], and Haymes [8], provided the
necessary depth for understanding Freire's vision for a
liberating pedagogy.
2.3. Contextual Analysis of the Kurdistan Region of
Iraq's Education System
To provide a nuanced understanding of the KRI's
educational context, literature addressing its historical
development, current structure, prevailing pedagogical
practices, and identified challenges was thoroughly
reviewed. This included studies discussing:
•
The
historical
legacy
of
centralized,
authoritarian educational models in Iraq [15].
•
The
emphasis
on
memorization
and
standardized testing [15, 23].
•
The push for student-centered learning
American Journal Of Philological Sciences
3
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
initiatives, particularly in higher education [9].
•
Challenges related to curriculum relevance and
preparing students for global competencies [10, 13].
•
The
socio-political
factors
influencing
educational development and reform [13, 15].
•
Observations regarding student engagement
and the "culture of silence" in classrooms [Kakamad et
al., 2025, p. 9; 17].
Specific attention was given to research that either
implicitly or explicitly highlighted the prevalence of
teacher-centered approaches, the perceived lack of
critical thinking among students, and the role of
education in broader societal development within the
KRI [9, 10, 11, 13, 15, 16, 17, 23]. The recent study by
Kakamad et al. (2025) provided particularly relevant
insights into student perceptions of banking education
within the KRI higher education system.
2.4. Analytical Process: Thematic Synthesis and
Implication Development
The analytical process involved a systematic, iterative
approach:
1.
Deconstruction of Freirean Principles: Each
core Freirean concept was thoroughly analyzed to
understand its theoretical underpinnings and practical
implications in an ideal educational setting.
2.
Identification
of
KRI
Educational
Characteristics: From the reviewed literature, specific
characteristics, challenges, and reform efforts within
the KRI education system were extracted. This included
the observed prevalence of banking-style teaching, the
"culture of silence," and the impact of a test-driven
system.
3.
Cross-Contextual
Mapping:
A
critical
comparison was then undertaken to identify direct
parallels and contrasts between Freire's critiques and
the realities of KRI education. This involved asking: How
does Freire's concept of banking education manifest in
the KRI? How could problem-posing education address
the observed lack of critical thinking? How might
dialogue counteract the "culture of silence"?
4.
Synthesis and Derivation of Implications: The
insights gained from this mapping process were
synthesized to develop concrete implications and
recommendations for curriculum, pedagogy, teacher
training, and educational policy within the KRI. These
implications are consistently supported by relevant
citations from both Freirean scholarship and KRI-
specific educational research.
This robust method allowed for a comprehensive
theoretical exploration of how a philosophical
framework, developed in a distinct socio-political
context, could be meaningfully applied and adapted to
another, providing a conceptual foundation for future
empirical investigations and policy formulation.
RESULTS
The conceptual analysis, informed by both Freirean
scholarship and studies on the Kurdistan Region of
Iraq's education system, reveals a compelling
alignment between Freire's critiques and the prevailing
educational realities in the KRI. This alignment
highlights a significant potential for Freire's critical
pedagogy to address existing challenges and catalyze
transformative change within the region's educational
landscape. The traditional educational model,
historically dominant in Iraq and consequently in the
KRI, has frequently been characterized by a
hierarchical, authoritarian structure that prioritizes
rote memorization and positions the teacher as the
sole dispenser of knowledge [15]. This approach
directly mirrors Freire's seminal critique of "banking
education," where students are treated as passive
vessels into which knowledge is deposited [4].
3.1. The Pervasiveness of Banking Education in the KRI
Freire vehemently argued that banking education, by
its very nature, stifles creativity, inhibits the
development of critical thinking, and prevents the
emergence of a critical consciousness necessary for
liberation [4]. In the KRI, concerns have been widely
documented
regarding
the
limited
student
engagement and underdeveloped critical thinking
skills, often exacerbated by an overwhelming emphasis
on standardized testing and the mere delivery of
content [10, 23]. Recent research by Kakamad et al.
(2025) provides compelling empirical evidence,
indicating that a significant majority (94%) of university
students in the Kurdistan Region perceive their learning
experiences as fitting the "banking model." This finding,
derived from a survey utilizing Freire's own 10-item
questionnaire, underscores the pervasive nature of this
pedagogical approach in the region's higher education
system [Kakamad et al., 2025, p. 5].
Freire's call for a "problem-posing education" offers a
direct and potent antidote to this prevalent banking
model. Rather than teachers merely "depositing" facts,
problem-posing education necessitates that teachers
and students jointly investigate problems that are
directly relevant to their lived experiences and social
realities, thereby fostering active participation, critical
inquiry, and genuine understanding [4]. While nascent
initiatives and discussions in the KRI, such as the
growing advocacy for student-centered methods in
higher education (e.g., at Soran University), signal a
burgeoning recognition of the imperative to transcend
traditional approaches [9], these efforts often lack the
American Journal Of Philological Sciences
4
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
deep philosophical grounding that Freire's framework
provides. Rauf and Shareef [16] explicitly underscore
the profound relevance of Freire's ideas in re-
evaluating architectural education within Iraqi
Kurdistan, advocating for a fundamental shift from
passive
reception
of
information
to
active,
collaborative, and problem-solving engagement. The
current educational structure in the KRI, characterized
by a lack of electives and student choice in curriculum,
further reinforces the banking model, limiting
opportunities for students to pursue their own
interests or engage with subjects in a meaningful, self-
directed way [Kakamad et al., 2025, p. 8].
3.2. The Imperative of Dialogue and Conscientization
Central to the transformative power of Freire's
pedagogy is the concept of dialogue, which he regarded
as an indispensable component of humanization and
the primary means to achieve "conscientization" [4].
Conscientization is the profound process through
which individuals come to critically understand the
intricate social, political, and economic contradictions
that shape their world, subsequently motivating them
to take informed action against oppressive elements of
reality [4]. The KRI, with its rich but complex history and
ongoing
processes
of
nation-building
and
development, presents a myriad of socio-political
issues that are ripe for exploration through a truly
dialogical educational approach [13].
By engaging in authentic, reciprocal dialogue, students
can cultivate a much deeper and more nuanced
understanding of their immediate local context,
including pressing issues related to economic
development, governance, social justice, and cultural
preservation [13]. This dialogical engagement stands in
stark contrast to an educational system that might
inadvertently or intentionally avoid such critical
discussions, thereby perpetuating a "culture of silence"
or fostering passive conformity [Kakamad et al., 2025,
p. 9]. Shun [19] powerfully emphasizes the application
of Freire's principles in exploring educational advocacy
and teaching transformation within the framework of
new curriculum standards, strongly suggesting a
necessary paradigm shift towards more critical,
relevant, and empowering learning experiences. The
current absence of robust classroom debates on
politics, government, and systemic reform in the
Kurdish educational system, as noted by Kakamad et al.
(2025), highlights a significant missed opportunity for
fostering conscientization and active citizenship.
3.3. Praxis: Bridging the Divide Between Theory and
Action
Freire's concept of praxis
—
the dynamic and iterative
interplay of reflection and action upon the world in
order to transform it
—
is absolutely crucial for any
educational endeavor that genuinely aims for
liberation [4]. In the KRI, where comprehensive societal
development remains a paramount objective, an
educational system that actively encourages students
to apply their theoretical learning to real-world
problems could yield immense benefits [13]. This
implies a deliberate move beyond the mere acquisition
of theoretical knowledge towards tangible, practical
engagement,
wherein
students
are
actively
encouraged to identify pressing community challenges,
propose innovative solutions, and participate directly
in their implementation.
While some commendable efforts towards practical
application and experiential learning may exist within
the KRI, a systematic and widespread integration of
praxis across the entire curriculum could profoundly
empower a new generation of active and responsible
citizens. The existing application of Universal Design for
Learning (UDL) in contexts such as the Center for
English as a Second Language in Kurdistan [11], and the
advocacy for Dogme "lite" EFL teaching approaches
[17], hint at an underlying pedagogical openness within
the KRI that could be significantly deepened and
strategically developed through a more explicit
adoption of Freirean praxis. This would allow for the
creation of more responsive, contextually relevant, and
ultimately transformative learning experiences.
3.4. Reconceptualizing the Teacher's Role: From
Depositor to Facilitator
Freire passionately argued for a fundamental
redefinition of the teacher's role: from being a
"depositor" of knowledge to becoming a "problem-
poser" and, crucially, a facilitator of authentic dialogue
[4]. This necessitates a profound reorientation of
existing teacher training programs and ongoing
professional development initiatives within the KRI.
Teachers would require comprehensive training and
support to acquire and refine skills in facilitating critical
discussions, collaboratively designing problem-posing
curricula, and, most importantly, embracing a more
horizontal, rather than hierarchical, relationship with
their students.
Alfie Kohn [12] similarly advocates for a departure from
traditional, rigid classrooms and an overemphasis on
"tougher standards," aligning closely with Freire's
critique of standardized, inflexible educational
approaches. This fundamental shift in the teacher's role
is absolutely vital for any meaningful and effective
implementation of Freirean principles, as the teacher's
disposition and pedagogical approach are pivotal in
cultivating an environment genuinely conducive to
critical inquiry, intellectual freedom, and ultimately,
American Journal Of Philological Sciences
5
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
liberation. Without this transformation, even well-
intentioned reforms risk falling back into the banking
model.
3.5. The Impact of Standardized Testing and the "No
Child Left Behind" Paradigm
The KRI's educational system, much like many others
globally, places a heavy reliance on standardized
testing, often requiring students to memorize vast
amounts of information for high-stakes examinations
that determine their future academic and career paths
[Kakamad et al., 2025, p. 9; 23]. This approach
resonates strongly with the criticisms leveled against
policies like the "No Child Left Behind" (NCLB) program
in the United States. Critics, including prominent
educators like Henry A. Giroux, argue that such test-
driven systems transform classrooms into "dead zones"
where genuine critical thinking, self-reflection, and
meaningful learning are severely curtailed [7; Kakamad
et al., 2025, p. 10].
Giroux, quoting Stanley Aronowitz, questions the
narrow focus on basic literacy and numeracy,
lamenting the neglect of education's role in fostering
informed citizens capable of participating in democratic
decisions [7; Kakamad et al., 2025, p. 10]. Freire, as
interpreted by Aronowitz, did not conceive of
education merely as a means to secure employment,
but rather as a pathway to learning how to live
meaningfully in the world and lead a "self-managed
life" [7; Kakamad et al., 2025, p. 10]. The KRI's current
emphasis on preparing students primarily for jobs or
careers, often without imparting broader life skills or
global competencies, directly contradicts Freire's vision
[9; Kakamad et al., 2025, p. 10]. Despite efforts to send
students abroad for higher education, the domestic
system's narrow focus leaves many ill-prepared for the
more critical and independent learning environments
of Western institutions [10; Kakamad et al., 2025, p.
10]. Freire, along with Giroux and Aronowitz, believed
that education must also strive to teach students how
to create a socially just world [7; Kakamad et al., 2025,
p. 10]. The observed absence of political and systemic
reform debates within Kurdish classrooms, with such
discussions relegated to outside the academic sphere,
further exemplifies the disconnect between the
educational system and the cultivation of active,
critically engaged citizens [Kakamad et al., 2025, p. 10].
In essence, the theoretical application of Freire's
pedagogy offers a clear and actionable pathway for the
KRI education system to transition from a potentially
oppressive "banking" model to a truly liberating,
problem-posing one. This profound transformation
would not only foster critical consciousness but also
empower students to actively engage with their reality,
ultimately contributing significantly to the region's
holistic and sustainable development.
DISCUSSION
The preceding analysis unequivocally underscores the
profound resonance of Paulo Freire's critical pedagogy
with the contemporary educational needs and inherent
challenges confronting the Kurdistan Region of Iraq.
Freire's incisive critique of "banking education" [4]
directly addresses the deeply entrenched historical and
current tendencies within both the Iraqi and KRI
education systems towards rote learning, passive
knowledge reception, and a general disengagement
from critical inquiry [15, 23]. By passionately
advocating for a "problem-posing" approach, Freire
offers a compelling and transformative alternative that
holds immense potential to cultivate critical thinking,
foster creativity, and nurture active citizenship
—
qualities that are not merely desirable but absolutely
essential for a developing and evolving region like the
KRI [13].
4.1. The Critical Role of Conscientization in the KRI
Context
The concept of "conscientization" holds particular
salience and urgency for the KRI. Given the region's
intricate and often tumultuous socio-political history,
coupled with its ongoing processes of reconstruction
and development, an educational framework that
genuinely enables individuals to critically comprehend
their reality and subsequently act upon it is not merely
an abstract academic ideal but a concrete societal
imperative [4, 6]. Empowering students to critically
analyze and engage with pressing local issues
—
such as
environmental degradation, economic disparities, the
complexities of governance, or the pursuit of social
justice
—
through a truly dialogical process can lay the
groundwork for cultivating a generation of deeply
engaged citizens who are not only capable of
understanding their world but also committed to
driving positive, transformative change within it. This
aspiration aligns seamlessly with the broader
objectives of educational advocacy and systemic
transformation within the context of evolving
curriculum standards, as powerfully articulated by
Shun [19]. The current "culture of silence" observed in
many KRI classrooms, where students are hesitant to
challenge authority or engage in open debate, is a
direct manifestation of the banking model and a
significant barrier to conscientization [Kakamad et al.,
2025, p. 9; 17]. Overcoming this silence is paramount
for fostering true intellectual liberation.
4.2. Pedagogical and Curricular Shifts: Implementing
Freirean Principles
The effective implementation of Freirean principles in
American Journal Of Philological Sciences
6
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
the KRI would necessitate profound and systemic shifts
in both pedagogical practices and curriculum design.
While the discernible move towards more student-
centered methods, as evidenced in some higher
education institutions like Soran University [9],
represents a commendable initial step, it often
constitutes only a partial adoption of Freire's holistic
and comprehensive vision. Authentic Freirean
pedagogy demands not just the integration of active
learning techniques but, more fundamentally, a radical
re-evaluation and restructuring of the inherent power
dynamics within the classroom and the broader
educational system itself [1, 7].
This transformation implies that teachers would
require
extensive
and
ongoing
professional
development to effectively transition from their
traditional roles as knowledge dispensers to becoming
skilled facilitators of critical dialogue and collaborative
co-investigators of reality alongside their students [4].
This redefinition of the teacher's role is absolutely
crucial for fostering an educational environment that is
genuinely liberating and empowering. Furthermore,
curriculum revision must move beyond superficial
updates to allow for genuine flexibility, the
introduction of elective subjects, and the explicit
integration of open discussion and critical thinking
exercises [Kakamad et al., 2025, p. 12]. The current lack
of student choice and the rigid, standardized
curriculum observed in the KRI are antithetical to
Freire's vision of education as a practice of freedom
[Kakamad et al., 2025, p. 8].
4.3. The Power of Praxis: Connecting Learning to Life
Moreover, the profound emphasis on "praxis"
—
the
dynamic and cyclical process of reflection interwoven
with action
—
offers an incredibly powerful framework
for rendering education in the KRI more relevant,
impactful, and ultimately, transformative [4]. Instead of
learning occurring in isolation from real-world
concerns, students would be actively engaged with
authentic, pressing problems, applying their theoretical
knowledge to devise and implement practical
solutions. This approach holds the immense potential
to bridge the existing gap between abstract academic
learning and tangible societal needs, thereby
contributing directly and meaningfully to the KRI's
overarching development goals [13]. The existing
openness to pedagogical innovation, as hinted at by
discussions around preparing students for Western
education [10] and the application of universal design
for learning [11], suggests fertile ground for the further
enrichment and strategic integration of Freirean
approaches within the KRI.
4.4. Overcoming Obstacles and Navigating Resistance
However, the application of Freire's transformative
philosophy is not without its inherent obstacles and
potential sources of resistance. Overcoming deeply
ingrained traditional educational practices, which have
been perpetuated for generations, and challenging
established cultural norms that often favor
authoritarian structures can prove to be profoundly
challenging [15]. Resistance to such radical change may
emanate from various stakeholders, including
educators accustomed to conventional methods,
policymakers who prioritize standardization and
control, and even parents who may be unfamiliar with
or skeptical of alternative pedagogical approaches.
Furthermore, the prevailing political context and the
persistent pressure for standardized outcomes within
the KRI might conflict directly with the open-ended,
dialogical, and often unpredictable nature of Freirean
pedagogy. The ideological backgrounds and priorities
of policymakers, as extensively discussed by Pir [15],
could significantly influence the receptiveness to and
ultimate success of such transformative educational
philosophies. The current focus on education primarily
as a means to secure employment, rather than
fostering broader life skills or critical engagement with
societal issues, represents a significant ideological
hurdle that must be addressed [Kakamad et al., 2025,
p. 10].
Despite these formidable challenges, the potential
benefits
—
including the cultivation of a more critically
engaged populace, the development of a curriculum
that is profoundly more relevant to students' lived
experiences, and the establishment of an education
system that genuinely fosters liberation and self-
determination
—
render the comprehensive exploration
and strategic implementation of Freire's ideas
exceptionally valuable for the Kurdistan Region of Iraq.
The enduring global relevance and adaptability of
Freire's work, as evidenced by its successful application
in diverse contexts ranging from entrepreneurship
education in Rwanda [18] to Islamic education [22],
further underscore its profound and lasting power.
4.5. Limitations of the Current Study
It is important to acknowledge the inherent limitations
of this conceptual analysis. This study is based solely on
a comprehensive review of existing literature and does
not incorporate new empirical data derived from direct
implementation or observation within the KRI.
Consequently, while it provides a robust theoretical
framework, it does not offer insights into the practical
complexities, unforeseen challenges, or specific
successes that might arise during the actual integration
of a radical pedagogical philosophy into an established
educational system. Factors such as resource
American Journal Of Philological Sciences
7
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
constraints, the actual capacity for widespread teacher
training, and the precise nature of political will and
public receptiveness in the KRI remain areas that
require further, more granular investigation.
4.6. Future Research Directions
Building upon this conceptual foundation, future
research endeavors could take several critical
directions:
•
Pilot Program Implementation and Evaluation:
Conducting small-scale pilot programs that rigorously
implement Freirean principles in selected KRI schools
or universities. These programs should be meticulously
evaluated to assess their tangible impact on student
engagement, the development of critical thinking skills,
and the cultivation of social awareness.
•
Longitudinal Studies on Teacher Professional
Development: Initiating longitudinal studies focused on
teacher
professional
development
programs
specifically designed around critical pedagogy. This
would assess the effectiveness of such training in
transforming pedagogical practices and fostering a
Freirean mindset among educators.
•
Comparative
Studies:
Undertaking
comparative studies with other regions or countries
that have successfully integrated Freirean approaches
into their educational systems. Such comparisons could
yield invaluable insights into best practices, adaptable
strategies, and potential pitfalls for the KRI context.
•
Qualitative
Investigations:
Employing
qualitative research methodologies (e.g., in-depth
interviews with students, teachers, and policymakers;
ethnographic observations of classrooms) to gain a
deeper, more nuanced understanding of perceptions,
experiences, and challenges related to current
educational practices and the potential for Freirean
reform. This would complement the quantitative
findings from studies like Kakamad et al. (2025).
•
Policy Analysis and Advocacy: Conducting
detailed analyses of existing educational policies in the
KRI to identify specific areas that could be reformed to
better align with Freirean principles, alongside
developing
concrete
advocacy
strategies
for
policymakers.
CONCLUSION
Paulo Freire's critical pedagogy offers an exceptionally
compelling and timely framework for initiating and
sustaining profound educational reform within the
Kurdistan Region of Iraq. By directly challenging the
inherent limitations and dehumanizing tendencies of
"banking education," and by championing the
transformative power of authentic dialogue, problem-
posing education, and the process of conscientization,
Freire's philosophy illuminates a clear and actionable
pathway for the KRI. This pathway enables the region
to cultivate an education system that transcends mere
knowledge
transmission,
instead
focusing
on
empowering individuals to critically engage with their
complex world and become active, informed agents of
positive social change.
The pervasive nature of the banking model, as
evidenced by recent student perceptions, underscores
the urgent need for a fundamental paradigm shift.
While the transition from deeply ingrained traditional
pedagogical practices to a truly transformative,
Freirean approach presents inherent and multifaceted
challenges
—
including cultural resistance, institutional
inertia, and the need for comprehensive teacher re-
education
—
the potential benefits are immense.
Embracing Freirean principles can foster a more
relevant,
equitable,
and
genuinely
liberating
educational experience for all students. This, in turn,
will not only enhance individual intellectual and
personal growth but will also contribute significantly to
the holistic development, democratic consolidation,
and self-determination of the Kurdistan Region,
preparing its citizens to navigate and shape their future
with critical consciousness and active participation.
REFERENCES
Darder, A. (2024). The student guide to Freire’s
Pedagogy of the oppressed (2nd ed.). Bloomsbury
Publishing Plc.
Elias, J. L. (1993). Paulo Freire: Pedagogue of liberation.
Krieger Publishing Co.
Freire, P. (1995). Pedagogy of hope: Reliving Pedagogy
of the oppressed. Bloomsbury Academic.
Freire, P. (2000). Pedagogy of the oppressed (30th
anniversary ed.). Continuum.
Freire, P. (2016). Pedagogy of indignation. Routledge.
Gibson, R. (1999). Paulo Freire and pedagogy for social
justice. Theory & Research in Social Education, 27(2),
129
–
159.
https://doi.org/10.1080/00933104.1999.10505876
Giroux, H. A. (2010). Rethinking education as the
practice of freedom: Paulo Freire and the promise of
critical pedagogy. Policy Futures in Education, 8(6),
715
–
721.
https://doi.org/10.2304/pfie.2010.8.6.715
Haymes, S. N. (2002). Race, pedagogy, and Paulo Freire.
In Philosophy of Education 2002 (pp. 151
–
159).
Philosophy of Education Society.
Ibrahim, S. Q. F., & Abdullah, S. A. (2024). Student-
centered method in the higher education system of the
Kurdistan Region: Soran University as an example.
Journal of Educational Technology, 5(2), 248
–
270.
American Journal Of Philological Sciences
8
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
https://doi.org/10.51454/jet.v5i2.422
Kakamad, K. K. (2013). University school systems in
Kurdistan Region of Iraq: How can they better prepare
students to study in the West (M
aster’s thesis,
Southern Illinois University Carbondale). Theses, P.
1211.
Kakamad, K. K., Babakr, Z. H., & Mohamedamin, P. F.
(2021). Applying universal design for learning to Center
for English as a Second Language. Education Quarterly
Reviews,
4(2),
408
–
416.
https://doi.org/10.31014/aior.1993.04.02.290
Kohn, A. (1999). The schools our children deserve:
Moving beyond traditional classrooms and "tougher
standards". Houghton Mifflin Company.
Mamand, Y. H., Shams, S., & Arjman, R. (2021). The role
of education in the process of development in
Kurdistan Region of Iraq. Soshum: Jurnal Sosial dan
Humaniora,
11(1),
20
–
32.
https://doi.org/10.31940/soshum.v11i1.2113
Null, W. (2011). Curriculum: From theory to practice.
Rowman & Littlefield Publishers, Inc.
Pir, H. T. (2024). Iraqi education past and present: The
role of policymakers and their ideological background
(Doctoral dissertation, University of Nebraska
–
Lincoln).
Dissertations
and
Doctoral
Documents,
62.
https://digitalcommons.unl.edu/dissunl/62
Rauf, H. L., & Shareef, S. S. (2022). Reconsidering
architectural education based on Freire’s ideas in Iraqi
Kurdistan. Educational Philosophy and Theory, 54(13),
2243
–
2255.
https://doi.org/10.1080/00131857.2022.2130045
Rion, N., Kakamad, K. K., & Fatah, A. H. (2018). A case
for a Dogme "lite" EFL teaching approach in Kurdistan.
Information Management and Business Review, 10(1),
47
–
55.
Rubyutsa, J. M., Achtenhagen, L., Stendahl, E., &
Musekura, C. (2024). Advancing rural entrepreneurship
in Rwanda through informal training
–
Insights from
Paulo
Freire’s
Pedagogy
of
the
Oppressed.
Entrepreneurship Education and Pedagogy, 7(3), 347
–
376.
https://doi.org/10.1177/25151274231204342
Shun, L. (2024). Exploring educational advocacy based
on Paulo Frei
re’s principles: Teaching transformation
and emerging educational trends in the context of the
new curriculum standards. Kurdish Studies, 12(1), 859
–
866.
https://kurdishstudies.net/menu-
script/index.php/KS/article/view/1298
Spener, D. (1992). The Freirean approach to adult
literacy education. National Clearinghouse for ESL
Literacy Education.
Steiner, S. F., Krank, H. M., McLaren, P., & Bahruth, R.
E. (Eds.). (1999). Freirean pedagogy, praxis, and
possibilities: Projects for the new millennium. Falmer
Press.
Taufiqurrohman, O., Misbahuddin, M., & Wasehudin,
W. (2024). Initiating Paulo Freire's perspective on the
educational paradigm in the independent learning
curriculum and its relevance to Islamic education in
madrasah. Edukasi Islami: Jurnal Pendidikan Islam,
13(1).
https://doi.org/10.30868/ei.v13i01.5963
Vernez, G., Culbertson, S., Constant, L., & Karam, R.
(2016). Initiatives to improve quality of education in the
Kurdistan Region
—
Iraq. RAND Corporation.
