Critical Pedagogy in the Twenty-First Century
A New Generation of Scholars
A volume in the series: Critical Constructions: Studies on Education and Society. Editor(s): Curry Stephenson Malott, West Chester University of Pennsylvania. Brad J. Porfilio, San Jose State University. Marc Pruyn, Monash University. Derek R. Ford, DePauw University.
This book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century while showcasing the scholarship of this new generation of critical scholar-educators. Needless to say, the writers herein represent just a small subset of a much larger movement for critical transformation and a more humane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and less violent world. This volume highlights the finding that rigorous critical pedagogical approaches to education, while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit of student learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial, neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twenty-first century, from this point of view, includes contributing to the manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. These rigorous, democratic, critical standards for measuring the value of our scholarship, including this volume of essays, should be the same that we use to critique and transform the larger society in which we live and work.
Preface: Neoliberalism Trumping The Politics of Hope: A Critical Intervention to Challenging the Corporate Takeover of Schools and Society, Bradley Porfilio. Introduction: From Toussaint L'Ouverture to Paulo Freire: Complexity and Critical Pedagogy in the Twenty-First Century: A New Generation of Scholars, Curry Stephenson Malott PART I: SOCIAL THEORY AND CRITICAL PEDAGOGY. When Theory Walks With Praxis: Critical Pedagogy and the Life of Transnational and Postcolonial Subjects of Color, Pierre Orelus. A Placed-Based Critical Pedagogy in Turbulent Times: Restoring Hope for Alternative Futures, Martin and Kitty Te Riele. Radical Hermeneutics, Adolescence, and Twenty-First Century Critical Pedagogy, Kip Kline. Disrupting Heteronormativity Through Critical Pedagogy and Queer Theory, Heather Hickman. Power Through Resistance: Why Critical Theory Can Prevent Educators From Going Back to the Future, Julie Gorlewski. For a Multiple-Armed Love: Ecopedagogy for a Posthuman Age, Richard Kahn. PART II: PSYCHOLOGY AND CRITICAL PEDAGOGY. Individual|Collective Human Needs:(Re)theorizing Maslow Using Critical, Sociocultural, Feminist, and Indigenous Lenses, Tricia M. Kress, Christopher J. Avilés, Cindy Taylor, and Melissa Winchell. PART III: EDUCATIONAL REFORM AND CRITICAL PEDAGOGY. The Magnificent Elephant That Was Promised Showed Up Lame: The 10-Year Development Plan of Basic Education and Education for All (EFA) in Burkina Faso, Touorouzou Herve Some. The Quest for a Critical Pedagogy of Democracy, Paul Carr. PART IV: KNOWLEDGE PRODUCTION/RESEARCH METHODOLOGY AND CRITICAL PEDAGOGY. Developing Curricular Standpoint: "Strong Objectivity" and the Politics of School Knowledge, Wayne Au. Writing We: Collaborative Text in Educational Research, Christina Ann Siry and Carolyne Ali-Khan. Off-loading Self/Other/World Responsibilities: Confronting Questionable Ethics in Youth Engagement in Critical Pedagogy, Darren Lund and Jim Paul. Power Personified: Graduate Students Negotiating Hollywood Education, Catherine Lalonde. PART V: TEACHER EDUCATION AND CRITICAL PEDAGOGY. Struggles to Eliminate the Tenacious Four Letter "F" Word in Education, Vivian García López. Through the Eyes of Two Teacher Educators: Building Alternatives to the Gaze and Surveillance Mechanisms in Teacher Education, Abraham P. DeLeon and Emily Daniels. Toward Mainstreaming Critical Peace Education in U.S. Teacher Education, Edward J. Brantmeier. Nice Girls Become Teachers: Experiences of Female First-Generation College Students Majoring in Elementary Education, Carrie Freie and Kirstin R. Bratt. PART VI: CLASSROOM TEACHING AND CRITICAL PEDAGOGY. Visions of Hope and Despair: Investigating the Potential of Critical Science Education, Andrew Gilbert. Enacting a Transformative Education, Kurt Love. To Upend the Boat of Teacher Mediocrity: The Challenges and Possibilities of Critical Race Pedagogy in Diverse Urban Classrooms, Daniel D. Liou and René González. PART VII: TECHNOLOGY AND CRITICAL PEDAGOGY. Scaling the Classroom Walls: Lessons Learned Outside of Schools About Social Media Activism and Education, Tricia M. Kress and Donna DeGennaro. Learners and oppressed Peoples of the World, Wikify!: Wikiversity as a Global Critical Pedagogy, Juha Suoranta. Emancipatory Technologies: A Dialogue Between Hackers and Freire, Joseph Carroll-Miranda. About the Authors.
"In this book, Critical Pedagogy in the 21st Century: A New Generation of Scholars, Curry Malott and Bradley Porfilio continue with their tradition of engaging us in critical examination of the social, economic and political forces that continue to impede educational reforms that aim to bring about social justice, democracy, equity, equal opportunity and access for marginalized students, and all students in general. Timely, compelling and instructive, the volume is a useful reminder of the possibilities and opportunities that critical pedagogy affords, and is unique in its presentation and attention to the complexity and inter-relatedness of the work in which we engage daily with peers, students, and communities – both local and international. As editors Malott and Porfilio emphasize, and as the contributors demonstrate empirically and theoretically in their essays, critical pedagogy is important, not only to the process of de-centering European hegemonic ideology and pedagogy, but also in enabling us to engage in education that is relevant to the lives of the students or people with whom we work in both formal and informal educational settings. As Malott and Porfilio proffer, their attempt here is to advance critical pedagogy in the 21st century and encourage us to action; for as the essays collectively indicate, critical pedagogy remains a valuable, dynamic, democratic and historically-grounded approach to education that will counter the neo-liberalism that gives rise to oppression." Carl James York University, Toronto
"Those who use this book as a thinking tool will gain new ideas while questioning what it means to educate in the second decade of the 21st century." Himanee Gupta-Carlson SUNY Empire State College
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