Radicalized pedagogy emerged, struggled, and grew through the discussion, and investigation of the discourse analysis, pedagogy of the Oppressed, critical pedagogy, and translanguaging pedagogy. Capitalism, culture, and race in society obstructed and compelled the radicalized pedagogy to walk a turbulent journey. The previous studies emphasized the advantages, disadvantages, and historical development of radicalized pedagogy compared to various emerging pedagogies. However, this study uncovers the three dimensions i.e. the contested terrain, commitments, and philosophical positions of radicalized pedagogy, and its struggle with Neo-Marxist educational theories, post-modernism, post- colonialism, and feminism to survive in the pedagogical field. The previously published pedagogical articles are the sources of data to analyze and discuss the article. The paper discusses and analyses the radicalized pedagogy which has passed a turbulent journey struggling with various movements, turns, and changes in the teaching and learning field. The argumentations and claims under the discussion section signify the value, and struggle of radicalized pedagogy. It has emphasized teachers as social agents for change and learners as critical citizens who opine against political, social, and economic injustices. The study concludes with doubts that either radicalized pedagogy exists with strong connectivity or its value diminishes due to the attacks by various pedagogical movements.

Keywords : Radicalized Pedagogy, Turbulent Journey, Contested Terrain, Neo-Marxist Educational Theories, Post Modernism, Post Colonialism and Feminism.