- 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 VI: Education and Praxis
This Handbook, or course, loudly asserts that critical pedagogy studies is an unfinished project. And unfinished in multiple ways: (i) critical social theory is always partial, flawed and lagging in both diagnosis and hope; and (ii) social change demands that we keep open the question: what is an ethico-politics for our time? In which case, critical pedagogy studies, as that immense archive of commentary on the relationship between education and struggle for more just societies, can never be finished per se and requires ongoing rejuvenation, both theoretically and practically, and also demands reformation of policy.
Theoretical rejuvenation for critical pedagogy takes different modalities, which include: (i) taking up powerful diagnoses of the times as provocation for educators; (ii) taking up ...