Exploring equity and inclusion in team-based learning: A critical pedagogy perspective

The TBL classroom embodied many aspects of critical pedagogy in practice; structures which promoted learner engagement through a dialogic process and reimagining the role of the educator as a facilitator for critical learning. However, while TBL offers a supportive structure for peer learning, inclusive and culturally responsive outcomes are not guaranteed. These depend on educator facilitation and intentional design that centres equity and critical dialogue. In order to achieve the emancipatory education envisioned by Freire, educators and institutions must commit to critical reflection, create safe dialogic spaces that value all learners' voices, and intentionally disrupt power imbalances embedded in learning environments.