• Summary
  • Contents
  • 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.

Part III: Key Figures in Critical Pedagogy

  • By: A. Darder, M. P. Baltodano, R. D. Torres, P. Freire, H. L. Hallman, J. Kincheloe, P. McLaren, J. L. Kincheloe, P. Lather, P. McLaren, P. W. Orelus, R. Brock, S. Sellar, A. Hogan, N. Selwyn, G. H. Smith, T. K. Hoskins, A. Jones, S. Steinberg, P. McLaren & J. L. Kincheloe
  • In:The SAGE Handbook of Critical Pedagogies
  • Subject:General Education
Key Figures in Critical Pedagogy
Key figures in critical pedagogy

No authoritative or definitive account exists of key figures and their seminal works in the critical pedagogy movement. Any such attempt would, of course, be a reification of the critical pedagogy movement as a comprehensive theory and practice. As an ongoing global phenomenon, critical pedagogy has never been a wholly singular, linear or backward-looking project. Any backward-looking considerations have focused on respecting and learning from the many precedents, breakthroughs and critiques that have animated the ‘must do’ of critical pedagogy and propelled the movement forward (Steinberg, 2007: ix). Here, looking back from the present is informed by the movement's capacity to engage in a simultaneous process of critique, learning and renewal (Kincheloe, 2007). The ...

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