• 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.

From Theory to Practice: The Identikit and Purpose of Critical Pedagogy
From theory to practice: the identikit and purpose of critical pedagogy
Domenica Maviglia
Introduction

This chapter is based on my research and teaching in southern Italy; my intention is to describe the meaning, purpose, value, and importance of critical pedagogy, to locate this within my current practice, and to illustrate how the theoretical apparatus of this paradigm promoted educational interaction in this setting.

To begin, I will examine some long-standing but still topical questions concerning pedagogy, such as what the relations between pedagogy, education, and training are. In the second section, I will introduce the pedagogical ideas of Joe L. Kincheloe as well as my personal attempt to implement his concepts and ...

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