On the poverty of philosophy: The metaphysics of McLaren's “revolutionary critical pedagogy”

Educational Theory 59 (3):327-351 (2009)
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 and politics, McLaren seeks to use classrooms as social locations for fostering class struggle and global revolution. However, seeking to transcend today's globalized social processes and structures presents unique challenges that McLaren fails to overcome. He is a victim of the utopic turn. In this essay, Ellison offers a sympathetic reading and critique of McLaren's most recent theoretical work; undertakes a modest and preliminary recovery of Marxian theory and method; and concludes by briefly exploring the applicability and utility of this recovery for educational practices in this historical moment
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DOI 10.1111/j.1741-5446.2009.00322.x
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David Chalmers (2005). Peter McLaren: Revolutionary Critical Pedagogue. Educational Philosophy and Theory 37 (5):764–770.
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