• 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 IV: Global Perspectives

  • By: Mary Frances Agnello, William M. Reynolds, Michael W. Apple, Wayne Au, Luis Armando Gandin, Wendy Brown, Antonia Darder, Peter Mayo, Paraskeva João, Paulo Freire, Henry Giroux, David Harvey, Joe L. Kincheloe, Peter McLaren, Shirley R. Steinberg, Lilia D. Monzó, N. K. Denzin, Y. S. Lincoln, Joe L. Kincheloe, Shirley R. Steinberg, J. L. Kincheloe, S. R. Steinberg, C. D. Stonebanks, Joe L. Kincheloe, Naomi Klein, Rupert Neate, Arundhati Roy, Immanuel Wallerstein & I. Wallerstein
  • In:The SAGE Handbook of Critical Pedagogies
  • Subject:General Education
Global Perspectives
Global perspectives

As this Handbook unfolds, a transnational trend is leaving its characteristic mark of discrimination, inequity and exclusion on education systems throughout the world: far-right forces are on the rise in both the global North and South,1 and are impacting curricular contents – or what and how children learn – through the power/knowledge dynamics present in all learning environments (Agnello and Reynolds, 2016; Apple et al., 2009; Darder et al., 2015; Kincheloe et al., 2017). Riding the tide of a worldwide political economy whose roots date back more than four decades, recent ultra-conservative and neo-fascist forces have been propelled and emboldened by a neoliberal political/economic undercurrent (Brown, 2017; Giroux, 2018; Harvey, 2005; Roy, 2014) that minimises state controls on individual choice, capital ...

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