Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
After publishing a series of books that many recognize as major works on contemporary education and critical pedagogy, Henry Giroux turned to cultural studies in the late 1980s to enrich education with expanded conceptions of pedagogy and literacy.1 This cultural turn is animated by the hope to reconstruct schooling with critical perspectives that can help us to better understand and transform contemporary culture and society in the contemporary era. Giroux provides cultural studies with a critical pedagogy missing in many versions and a sustained attempt to link critical pedagogy and cultural studies with developing a more democratic culture and citizenry. The result is an intersection of critical pedagogy and cultural studies that enhances both enterprises, providing a much-needed cultural and transformative political dimension to critical pedagogy and a pedagogical dimension to cultural studies. Crucially, Giroux has linked his attempts to transform pedagogy and education with the project of promoting radical democracy. Giroux's earlier work during the 1970s and 1980s focused on educational reform, pedagogy, and the transformation of education to promote radical democracy. In Border Crossings (1992), Giroux notes "a shift in both my politics and my theoretical work" (1). The shift included incorporation of new theoretical discourses of poststructuralism and postmodernism, cultural studies, and the politics of identity and difference embodied in the new discourses of class, gender, race, and sexuality that proliferated in the post- 1960s epoch. Giroux criticized those who ignore "the sea changes in social theory" within the field of education and called for a transformation of education and pedagogy in the light of the new paradigms, discourses, and practices that were circulating by the 1990s. One of the key new discourses and practices that Giroux was henceforth to take up and develop involved the burgeoning discipline of cultural studies..
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library||
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Henry A. Giroux (2005). Border Crossings: Cultural Workers and the Politics of Education. Routledge.
Henry A. Giroux (2001). Theory and Resistance in Education: Towards a Pedagogy for the Opposition. Bergin & Garvey.
Henry A. Giroux (1999). Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci. Educational Theory 49 (1):1-19.
Shaireen Rasheed (2000). Power, Pedagogy, and Social Reality. Social Philosophy Today 16:203-214.
Kerry Burch (1999). Eros as the Educational Principle of Democracy. Studies in Philosophy and Education 18 (3):123-142.
Roger I. Simon (1984). Signposts for a Critical Pedagogy: A Review of Henry Giroux's Theory and Resistance in Education. [REVIEW] Educational Theory 34 (4):379-388.
L. Houde (1999). Ecofeminist Pedagogy: An Exploratory Case. Ethics and the Environment 4 (2):143-174.
Henry A. Giroux (2003). Public Pedagogy and the Politics of Resistance: Notes on a Critical Theory of Educational Struggle. Educational Philosophy and Theory 35 (1):5–16.
Henry A. Giroux (1983). Theory and Resistance in Education: A Pedagogy for the Opposition. Bergin & Garvey.
Henry A. Giroux (1988). Literacy and the Pedagogy of Voice and Political Empowerment. Educational Theory 38 (1):61-75.
Rauno Huttunen & Mark Murphy (2012). Discourse and Recognition as Normative Grounds for Radical Pedagogy: Habermasian and Honnethian Ethics in the Context of Education. Studies in Philosophy and Education 31 (2):137-152.
Lucio Angelo Privitello (2010). Josiah Royce and the Problems of Philosophical Pedagogy. Transactions of the Charles S. Peirce Society 46 (1):111-142.
Henry Agiroux & Peter Mclaren (1987). Teacher Education as a Counterpublic Sphere: Radical Pedagogy as a Form of Cultural Politics. Philosophy and Social Criticism 12 (1):51-69.
Added to index2010-12-22
Total downloads149 ( #11,654 of 1,724,892 )
Recent downloads (6 months)133 ( #2,940 of 1,724,892 )
How can I increase my downloads?