A Critical Analysis of Global Educational Rights and Bangladesh’s Path Forward through Paulo Freire's Pedagogical Lens

Abstract

The right to education is universally affirmed as a fundamental human right under international instruments such as the Universal Declaration of Human Rights (1948), the International Covenant on Economic, Social and Cultural Rights (1966), and the Convention on the Rights of the Child (1989). While Bangladesh has taken steps to align its educational commitments with these global frameworks, critical gaps remain between legal obligations and actual practices. This study critically investigates those discrepancies by analyzing national education policies and conducting semi-structured interviews with education experts and policymakers.

Using Paulo Freire’s critical pedagogy as a guiding theoretical framework, the research explores how education in Bangladesh can shift from a static, exam-centered model to a participatory and transformative process. Freire’s emphasis on dialogue, critical consciousness (conscientização), and the rejection of rote memorization offers a compelling lens through which to analyze the country’s systemic barriers—including legal voids, curriculum rigidity, inequity across education streams, and exclusion of marginalized groups.

Findings from the interviews reveal several recurring concerns: the absence of a legally enforceable Right to Education Act, disparities in access and quality between urban and rural areas, limited recognition of vocational and non-formal education, and pedagogical practices that fail to empower learners. Respondents unanimously advocated for structural reforms that make education inclusive, liberating, and contextually grounded.

To address these challenges, the study recommends enacting a comprehensive Right to Education Act, extending compulsory education to Grade 8, recognizing and integrating non-formal and vocational streams, reforming teacher training, and embedding Freirean pedagogy across all education levels. These reforms are essential not only for meeting Bangladesh’s constitutional and international obligations but also for transforming education into a tool for justice, equity, and social empowerment.