Comparative Analysis of Henry Giroux’s and Paulo Freire’s Thought in Explaining the Identity and Mission of Teachers

Document Type : Original Article

Author

Department of Elementary Education, Chamran Campus, Farhangian University, Tehran, Iran

Abstract

Background and Objectives This study offers a comparative analysis of Henry Giroux’s and Paulo Freire’s critical perspectives on the identity and mission of teachers. Although emerging from different historical and social contexts, both theorists view education as a political, cultural, and ethical process in which teachers act as agents of social transformation and critical public intellectuals. This shared perspective highlights the need for systematic comparative research in this field.‌Methods This study adopts a comparative (Bereday) approach, is fundamental–applied in terms of purpose, and qualitative–descriptive in nature, employing qualitative content analysis based on Bereday’s four-stage model. The content validity of the research instrument was ensured through expert review, and its analytical reliability was established through inter-researcher agreement during the interpretation and comparison stages. Findings The findings indicate that Freire conceptualizes education as liberatory praxis grounded in dialogue, conscientization, and resistance to silence and passivity. Giroux, by contrast, frames education as a cultural politics of resistance, emphasizing opposition to neoliberalism and critique of hegemonic power. Freire roots teacher identity in ethical responsibility, while Giroux presents the teacher as a critical intellectual. Conclusion:-Integrating‌these views provides a context-sensitive framework for transforming teacher education in Iran, shifting teachers toward socially responsible agents of change.

Keywords

Main Subjects

References

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Teacher Education Policy
Volume 7, Issue 2 - Serial Number 2
November 2025
Pages 101-114

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  • Receive Date: 05 February 2025
  • Revise Date: 24 May 2025
  • Accept Date: 30 June 2025

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