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Problematization is a process of stripping away common or conventional understandings of a subject matter in order to gain new insights. This method can be applied to a term, writing, opinion, ideology, identity, or person. Practitioners consider the concrete or existential elements of these subjects. Analyzed as challenges (problems), practitioners may seek to transform the situations under study.[1] It is a method of defamiliarization of common sense.
Problematization is a critical thinking and pedagogical dialogue or process and may be considered demythicisation. Rather than taking the common knowledge (myth) of a situation for granted, problematization poses that knowledge as a problem, allowing new viewpoints, consciousness, reflection, hope, and action to emerge.[1]
What may make problematization different from other forms of criticism is its target, the context and details, rather than the pro or con of an argument. More importantly, this criticism does not take place within the original context or argument, but draws back from it, re-evaluates it, leading to action which changes the situation. Rather than accepting the situation, one emerges from it, abandoning a focalised viewpoint.[1]
To problematize a statement, for example, one asks simple questions:
- Who is making this statement?
- For whom is it intended?
- Why is this statement being made here, now?
- Whom does this statement benefit?
- Whom does it harm?
- ^ a b c Crotty, Michael J. (1998). Foundations of Social Research: Meaning and Perspective in the Research Process. SAGE Publications. ISBN 0-7619-6106-2. Describing Freire (1976). p. 155-156.