@article{article_510887, title={The Relationship between Teachers’ Views about Cultural Values and Critical Pedagogy}, journal={Eurasian Journal of Educational Research}, volume={16}, pages={191–210}, year={2016}, url={https://izlik.org/JA26TS27MS}, author={Yılmaz, Kursad and Altınkurt, Yahya and Ozcıftcı, Elif}, keywords={Eleştirel pedagoji,kültürel değerler,öğretmenler.}, abstract={ Problem Statement: Known as basic elements directing individuals’ lives, cultural values are hidden cultural elements that influence all evaluations and perceptions. Values, in that sense, are elements individuals are aware of and provide the answer to the “what should I do?” feeling (Schein, 1992). Critical pedagogy is a project based on defining what education basically is and questioning traditional education mentality (Yilmaz & Altinkurt, 2011). The purpose of critical pedagogy is to transform educational practices and school by creating an atmosphere where teachers and students develop common sense through theory, practice, and critical analysis and where they can question and discuss the effective relationships between learning and social transformation (Giroux, 2007; 2009). <o:p> </o:p> Purpose of the Study : This study aims to assess the relationship between teachers’ opinions on cultural values and critical pedagogy. <o:p> </o:p> Method : The study is in a survey model. The sampling of the study consists of 304 teachers working in Kutahya province centre. Data was collected through Cultural Values Index and The Principles of Critical Pedagogy Scale. Descriptive statistics, t-test, ANOVA and Pearson correlation analyses were used in the analysis of the collected data. <o:p> </o:p> Findings : The findings suggest that teachers see the society with high power distance, above moderate level in terms of avoiding uncertainty and individualism and close to feminine values. It was also found out that teachers showed a moderate level agreement in critical pedagogy principles and its sub-dimensions. Participants’ total scores related to critical pedagogy principles and their opinions on educational system sub-dimension were revealed to differ based on gender variable. Participants’ opinions on cultural values and critical pedagogy principles do not differentiate according to tenure and fields of study. There are significant relationships between teachers’ opinions on cultural values and critical pedagogy principles. <o:p> </o:p> <p class="MsoNormal" style="margin-top:6.0pt}, number={66}