Abstract

HUANG, Sufen. Marxist Philosophy and Education: Exploring the Role of Critical Pedagogy in Empowering the Marginalised. Educ. as change [online]. 2026, vol.30, n.1, pp.1-24. ISSN 1947-9417.  https://doi.org/10.25159/1947-9417/19736.

Mitigating social inequality is essential for sustainable human development. This study, drawing on data from the World Inequality Report, UNICEF, the UN Sustainable Development Goals, and Chinese policy documents such as the Plan for Education Modernisation by 2035, explores the role of critical pedagogy in addressing disparities affecting marginalised groups in China. Despite China's high literacy rate, challenges persist due to factors such as disabilities, abandoned children, migrants, and special needs. The study advocates shifting from rote learning to critical pedagogy, promoting critical thinking, social responsibility, and equitable education. Policy analysis reveals conducive conditions for integrating critical pedagogy to improve opportunities for marginalised groups, benefiting all students while adapting to regional needs. China's approach reflects its unique socio-cultural and historical context, influenced by Marxist theory. These findings inform both pedagogical practice and the development of educational frameworks, advancing equity and inclusion in China's educational system.

Keywords : educational methodology; inclusion; intellectual resources; Paulo Freire; social equity; transformative learning.

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