Structural barriers to critical thinking in education: How systemic training programs address power imbalances in K-12 classrooms
Original framing: “Iran war and other tough topics give K-12 teachers chance to teach students how, not what, to think” — The Conversation - Global
The article critiques the marginalization of contested histories and perspectives in education but does not center the voices of those most affected—such as students of color, Indigenous youth, or low-income communities. Including these voices would strengthen the call for systemic change.
Critical thinking in education cannot be separated from the power structures that shape curricula and pedagogy.
By integrating Indigenous and cross-cultural perspectives, addressing historical and systemic inequities, and reimagining assessment and funding models, educational systems can move beyond superficial 'how to think' approaches toward transformative learning. A holistic strategy that includes scientific evaluation, artistic engagement, and future modeling can foster a more just and intellectually vibrant educational landscape, one that empowers students to question, create, and lead.