Critical Pedagogy and High Order Thinking Skills in a Classroom Discourse

The main aim of this study is to examine the effectiveness critical pedagogy and high-order thinking skills in upgrading values-based education intercultural understanding. Critical a transformational approach that aims embrace educational values, identity, commonality beneficence value individual freedom today’s globalised world. In regard, teacher’s role help learners aggrandize their cultural responsibility for acceptance otherness, is, self-reflection, essentialism, cosmopolitanism based system. This article used EFL teaching materials drew on literacy (two culturally units short story analysis) stemming from lens (praxis pedagogy). data were analysed qualitatively through three stages disciplinary Fairclough’s discourse analysis: description, interpretation explanation; it an considers language as form political social practice. findings revealed high order developed well