This research paper examines the intersection between popular education, digital culture, and social media through the lens of critical pedagogy. Paulo Freire’s emphasis on education for social justice and transformation provides a theoretical framework for this study, which aims to explore how social media and digital culture can be harnessed to promote popular education and effect social change.
Using a qualitative approach, including a literature review and an analysis of popular education content on social media, this research concludes that while digital technologies offer opportunities for democratizing access to education and empowering marginalized communities, there are also significant challenges and limitations. These include the potential for digital divide, commercialization, and the risk of reinforcing existing power structures.
Drawing on Freire’s concept of critical consciousness, this study highlights the need for a critical and reflexive approach to popular education in the digital age, one that is attentive to issues of equity, diversity, and inclusion. It also emphasizes the importance of collaboration between educators, activists, and technologists in creating and disseminating popular education content on social media platforms.
Some of the key discussion points arising from this analysis include the role of digital media in shaping our understanding of knowledge and learning, the potential for social media to disrupt traditional hierarchies of knowledge production and dissemination, and the need for critical digital literacy skills to navigate and engage with online popular education content.
Overall, this paper contributes to the ongoing conversation about the role of education in social and political change, and the potential of digital media to support these efforts.