Search results for 'Critical pedagogy' (try it on Scholar)

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  1.  46
    Mary Breunig (2009). Teaching For and About Critical Pedagogy in the Post-Secondary Classroom. Studies in Social Justice 3 (2):247-262.
    While there is a body of literature that considers the theory of critical pedagogy, there is significantly less literature that specifically addresses the ways in which professors attempt to apply this theory in practice. This paper presents the results from a study that was designed, in part, to address this gap. Seventeen self-identified critical pedagogues participated in this qualitative research study. Participants reported their use of the following classroom practices, including: dialogue; group work; co-construction of syllabus; and (...)
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  2.  31
    Seehwa Cho (2010). Politics of Critical Pedagogy and New Social Movements. Educational Philosophy and Theory 42 (3):310-325.
    The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ (...)
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  3.  29
    Tyson E. Lewis (2011). The Future of the Image in Critical Pedagogy. Studies in Philosophy and Education 30 (1):37-51.
  4.  23
    Stephen Vassallo (2013). Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning. [REVIEW] Studies in Philosophy and Education 32 (6):563-580.
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  5. Itay Snir & Yuval Eylon (2016). Pedagogy of Non-Domination: Neo-Republican Political Theory and Critical Education. Policy Futures in Education 14 (6):759-774.
    The neo-republican political philosophy (sometimes referred to as civic republicanism) advances the idea of freedom as non-domination, in an attempt to provide democracy with a solid normative foundation upon which concrete principles and institutions can be erected so as to make freedom a reality. However, attempts to develop a republican educational theory are still hesitant, and fail to take the republican radical conception of freedom to its full conclusions. This article suggests that dialogue between neo-republicanism and critical pedagogy (...)
     
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  6.  39
    Tyson Edward Lewis (2010). Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière. Educational Philosophy and Theory 42 (5):635-648.
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a 'pedagogy of laughter'. The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all (...)
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  7. Douglas Kellner, Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux.
    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 (...)
     
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  8.  13
    Jacob W. Neumann (2011). Critical Pedagogy and Faith. Educational Theory 61 (5):601-619.
    Critical pedagogy has often been linked in the literature to faith traditions such as liberation theology, usually with the intent of improving or redirecting it. While recognizing and drawing from those previous linkages, Jacob Neumann goes further in this essay and develops the thesis that critical pedagogy can not just benefit from a connection with faith traditions, but is actually, in and of itself, a practice of faith. In this analysis, he juxtaposes critical pedagogy (...)
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  9.  12
    Awad Ibrahim (2007). Linking Marxism, Globalization, and Citizenship Education: Toward a Comparative and Critical Pedagogy Post 9/11. Educational Theory 57 (1):89-103.
    In a post‐9/11 world, where the politics of “us” versus “them” has reemerged under the umbrella of “terrorism,” especially in the United States, can we still envision an éducation sans frontières: a globalized and critical praxis of citizenship education in which there are no borders? If it is possible to conceive it, what might it look like? In this review essay, Awad Ibrahim looks at how these multilayered and complex questions have been addressed in three books: Peter McLaren and (...)
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  10.  6
    Anne Rapp (2011). Translating Critical Pedagogy Into Action. Clr James Journal 17 (1):37-57.
    Critical pedagogy, by brealdng down the boundaries between the academy and society, creates opportunities for deep and transformative learning. Inspired by bell hooks' call to engage the hearts as well as the minds of learners, this essay demonstrates two teaching methods that engage college students in intellectual inquiry that potentially challenges and undermines societal power relations. The first literally broadens the walls of the classroom through community-based projects. The second constructs an in-class learning experience that cultivates inter-personal perspective (...)
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  11.  4
    Rebecca Tarlau (2014). From a Language to a Theory of Resistance: Critical Pedagogy, the Limits of “Framing,” and Social Change. Educational Theory 64 (4):369-392.
    In this article, Rebecca Tarlau attempts to build a more robust theory of the relationship between education and social change by drawing on the conceptual tools offered in the critical pedagogy and social movement literatures. Tarlau argues that while critical pedagogy has been largely disconnected from its roots in political organizing, social movement literature has shifted away from a theory of educational processes within movement building. Specifically, she suggests that the currently dominant “framing perspective” in the (...)
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  12.  5
    Peter Nelsen & Jayson Seaman (2011). Deweyan Tools for Inquiry and the Epistemological Context of Critical Pedagogy. Educational Studies 47 (6):561-582.
    This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey's conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and (...)
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  13.  1
    Aaron Cooley (2007). Democracy Still Matters: A Response to the Rejoinder of My Review of Teaching Against Global Capitalism and the New Imperialism: A Critical Pedagogy. Educational Studies 42 (2):180-182.
    (2007). Democracy Still Matters: A Response to the Rejoinder of my Review of Teaching Against Global Capitalism and the New Imperialism: A Critical Pedagogy. Educational Studies: Vol. 42, No. 2, pp. 180-182.
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  14.  1
    Scott Ellison (2009). On the Poverty of Philosophy: The Metaphysics of McLaren's “Revolutionary Critical Pedagogy”. Educational Theory 59 (3):327-351.
    In this essay, Scott Ellison examines a line of critical thought in educational theory that has unapologetically sought transcendence in the face contemporary social and political conditions. Under the banner of critical pedagogy, Peter McLaren sees this current period of globalization as representing a worldwide historical crisis requiring a revolutionary struggle that, in turn, is dependent upon a revitalization of critical pedagogy as the necessary tool for overcoming global relations of domination. Armed with Marxist theory (...)
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  15.  2
    Eduardo Duarte (2006). Critical Pedagogy and the Praxis of Worldly Philosophy. Journal of Philosophy of Education 40 (1):105–114.
    This essay is a review of Peter McLaren's most recent work, Capitalists and Conquerors: A Critical Pedagogy Against Empire. The essay situates McLaren's work in the philosophical tradition of Marxist Humanism, with reference specifically to Raya Dunayevskaya and Paulo Freire. Despite invoking the work of Dunayevskaya as a foundation for his own project, McLaren does not offer a robust explication of this important thinker, nor of the Hegelian‐Marxist discourse she embraced. Here, as in much of McLaren's work, the (...)
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  16. Namulundah Florence (1998). Bell Hooks' Engaged Pedagogy: A Transgressive Education for Critical Consciousness. Bergin & Garvey.
  17.  4
    Zeus Leonardo (ed.) (2009). Critical Pedagogy and Race. Wiley-Blackwell.
    _Critical Pedagogy and Race_ argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society. A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators. Builds a stronger engagement of race-based analysis in the field of critical pedagogy. Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives. Includes historical studies, and social justice ideas (...)
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  18. Zeus Leonardo (ed.) (2005). Critical Pedagogy and Race. Wiley-Blackwell.
    _Critical Pedagogy and Race_ argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society. A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators. Builds a stronger engagement of race-based analysis in the field of critical pedagogy. Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives. Includes historical studies, and social justice ideas (...)
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  19.  14
    Tyson Edward Lewis (2009). Capitalists and Conquerors
    Teaching Against Global Capitalism and the New Imperialism
    Rage and Hope: Interviews with Peter McLaren on War, Imperialism, and Critical Pedagogy.
    Historical Materialism 17 (1):201-208.
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  20. Ira Shor & Education Is Politics (1993). Paulo Freire's critical pedagogy. In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge
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  21.  21
    Gert J. J. Biesta (1998). Say You Want a Revolution... Suggestions for the Impossible Future of Critical Pedagogy. Educational Theory 48 (4):499-510.
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  22. Douglas Kellner (1998). Multiple Literacies and Critical Pedagogy in a Multicultural Society. Educational Theory 48 (1):103-122.
    We are in the midst of one of the most dramatic technological revolutions in history that is changing everything from the ways that we work, to the ways that we communicate with each other, to how we spend our leisure time. The technological revolution centers on information technology, is often interpreted as the beginnings of a knowledge society, and therefore ascribes education a central role in every aspect of life. This Great Transformation poses tremendous challenges to education to rethink its (...)
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  23.  7
    Ilan Gur-Ze'ev (1998). Toward a Nonrepressive Critical Pedagogy. Educational Theory 48 (4):463-486.
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  24.  31
    Ricky Lee Allen (2004). Whiteness and Critical Pedagogy. Educational Philosophy and Theory 36 (2):121–136.
  25.  24
    Daniel P. Liston (2008). Critical Pedagogy and Attentive Love. Studies in Philosophy and Education 27 (5):387-392.
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  26.  22
    Patti Lather (1998). Critical Pedagogy and its Complicities: A Praxis of Stuck Places. Educational Theory 48 (4):487-497.
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  27.  4
    Peter McLaren & Donna Houston (2004). Revolutionary Ecologies: Ecosocialism and Critical Pedagogy. Educational Studies 36 (1).
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  28.  4
    Michalinos Zembylas (2013). The Teaching of Patriotism and Human Rights: An Uneasy Entanglement and the Contribution of Critical Pedagogy. Educational Philosophy and Theory 46 (10):1-17.
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  29.  6
    Nigel Blake & Jan Masschelein (2003). Critical Theory and Critical Pedagogy. In The Blackwell Guide to the Philosophy of Education. Blackwell Pub. 38--56.
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  30.  12
    Marvin Lynn (2004). Inserting the 'Race' Into Critical Pedagogy: An Analysis of 'Race-Based Epistemologies'. Educational Philosophy and Theory 36 (2):153–165.
  31.  39
    Nirmala Erevelles (2000). Educating Unruly Bodies: Critical Pedagogy, Disability Studies, and the Politics of Schooling. Educational Theory 50 (1):25-47.
  32.  12
    Hank Bromley (1989). Identity Politics and Critical Pedagogy. Educational Theory 39 (3):207-223.
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  33.  9
    Brian L. Ott & Greg Dickinson (2009). Visual Rhetoric and/as Critical Pedagogy. In A. Lunsford, K. Wilson & R. Eberly (eds.), Sage Handbook of Rhetorical Studies. Sage
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  34.  19
    C. Alejandra Elenes (1997). Reclaiming the Borderlands: Chicana/o Identity, Difference, and Critical Pedagogy. Educational Theory 47 (3):359-375.
  35.  18
    Kathleen Weiler (2008). Critical Pedagogy in a Time of War. Studies in Philosophy and Education 27 (5):375-380.
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  36.  22
    Kerry T. Burch (2001). The Significance of Critical Pedagogy for Cultural Studies. Theory and Event 5 (3).
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  37.  4
    I. Gur-Zeev (2005). Feminist Critical Pedagogy and Critical Theory. Journal of Thought 40 (2):55.
  38.  20
    Joe L. Kincheloe (2008). The Vicissitudes of Twenty-First Century Critical Pedagogy. Studies in Philosophy and Education 27 (5):399-404.
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  39.  50
    Laurence Parker & David O. Stovall (2004). Actions Following Words: Critical Race Theory Connects to Critical Pedagogy. Educational Philosophy and Theory 36 (2):167–182.
  40. C. A. Bowers (2003). Can Critical Pedagogy Be Greened. Educational Studies 34 (1):11-21.
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  41.  3
    Michelle Gautreaux & Sandra Delgado (forthcoming). Returning To Marx: A Communist Critical Pedagogy for the 21st Century. Educational Philosophy and Theory:1-6.
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  42. Evan Simpson (2003). Raymond A. Morrow and Carlos Alberto Torres, Eds., Reading Freire and Habermas: Critical Pedagogy and Transformative Social Change Reviewed By. [REVIEW] Philosophy in Review 23 (4):267-268.
     
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  43.  9
    Peter McLaren (1994). Critical Pedagogy, Political Agency, and the Pragmatics of Justice: The Case of Lyotard. Educational Theory 44 (3):319-340.
  44.  6
    Patrick Bruch (2002). New Conversations in Critical Pedagogy: A Review Essay. Symploke 10 (1):196-200.
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  45.  17
    Peter McLaren & Ramin Farahmandpur (1999). Critical Pedagogy, Postmodernism and the Retreat From Class. Theoria 46 (93):83-115.
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  46.  7
    Rochelle Harris (2002). Thirteen Perspectives on Critical Pedagogy: A Collage. Symploke 10 (1):89-105.
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  47.  2
    Zane C. Wubbena (forthcoming). A Revolutionary Critical Pedagogy of Becoming. Educational Philosophy and Theory:1-4.
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  48.  7
    Derek R. Ford (2014). A Critical Pedagogy of Ineffability: Identity, Education and the Secret Life of Whatever. Educational Philosophy and Theory 46 (4):380-392.
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  49.  6
    John J. Conley (1991). A Critical Pedagogy of Virtue. Inquiry 8 (4):9-10.
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  50.  13
    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.
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