- Subject index
This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.
Chapter 22: Critical Pedagogy Beyond the Human
Critical Pedagogy Beyond the Human
As Elizabeth Ellsworth noted three decades ago, critical pedagogy's most enduring goals – ‘critical democracy, individual freedom, social justice, and social change’ – ‘operate at a high level of abstraction’ (1989: 300). For those of us in classrooms at the P–12 or university levels, or working in non-school sites of educational praxis, the difficulty of critical pedagogy is to think and live together in such a way that these goals don't ‘give the illusion of equality while in fact leaving the authoritarian nature of the teacher/student relationship intact’ (ibid.: 306). This means, as Ellsworth notes in considerable detail, shifting our focus from abstractions that often serve as an alibi ...