• 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.

Chapter 50: Indigenizing Conscientization and Critical Pedagogy: Integrating Nature, Spirit and Fearlessness as Foundational Concepts

Indigenizing Conscientization and Critical Pedagogy: Integrating Nature, Spirit and Fearlessness as Foundational Concepts
Indigenizing conscientization and critical pedagogy: integrating nature, spirit and fearlessness as foundational concepts
R. Michael Fisher Four Arrows
Introduction

Critical philosophy, theory and its concomitant liberation pedagogies are a wonderful means designed for good ends. Yet, when left unquestioned or unchanged they may carry dubious worldview assumptions and ideological inscriptions that do not fully serve worthy intentions, or may even undermine them. Like any emancipatory praxis, Critical pedagogy (CP) requires rigorous ongoing consideration of relationships that are not routinely intrinsic to the ‘dominant worldview’ (e.g., Four Arrows, 2016a) that birthed CP. Such relations invoke due diligent response-ability to all stakeholders, including humans, other-than-humans, ...

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