Critical Pedagogy and Empowerment of Marginalized Adult Learners: A Study of Selected Schools in Chingola District

This qualitative case study examines the practice of critical pedagogy and its role in empowering marginalized adult learners in selected adult education centres in Chingola District, Zambia.Data were collected through semi-structured interviews with six educators and three administrators, three focus group discussions with 150 adult learners, classroom observations, and document analysis.The study investigates pedagogical practices, learner experiences, empowerment outcomes, and constraints to implementation.Findings indicate that dialogic, problem-posing, and reflective practices are present but unevenly applied; learners report increased confidence, agency, and community participation; structural empowerment remains limited by institutional, socio-economic, and cultural barriers.The paper concludes with recommendations for educator development, curriculum flexibility, resource allocation, and policy measures to strengthen critical pedagogy in adult education.Implications for practice and future research are discussed.