Analyzing the Discourse of Learning in Critical Pedagogy with an Emphasis on Michael Apple's Perspective

The current study aims to scrutinize the discourse learning within the context of critical pedagogy, with a specific focus on Michael Apple's perspective. Critical pedagogy represents a relatively recent theory within the realm of school education and the learning system. It sheds light on issues of inequality, silence, exclusion, and unveils new dimensions for comprehending the intricate layers of relationships within educational institutions. This research employs a qualitative approach, utilizing Fairclough's critical discourse analysis methodology. The primary data collection method involves an extensive review of relevant literature and documents. The research primarily draws upon Michael Apple's written works, which were purposively selected for their relevance to the subject matter. The research findings indicate that the discourse generator in the learning process aspires to foster dialogue-based communication, critical learning, forward-looking, and democratic educational practices aimed at transforming individuals. Simultaneously, it aims to foster a sense of community that opposes the interests of those in positions of power and capitalism. This is achieved through the dissemination of knowledge within society and educational institutions, employing market-oriented learning, promoting intelligence-based learning, and advancing equitable educational practices, ultimately fostering the emergence of critical learners within the educational context.