• 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 67: An Existentialist Pedagogy of Humanization: Countering Existential Oppression of Teachers and Students in Neoliberal Educational Spaces

An Existentialist Pedagogy of Humanization: Countering Existential Oppression of Teachers and Students in Neoliberal Educational Spaces
An existentialist pedagogy of humanization: countering existential oppression of teachers and students in neoliberal educational spaces
Sheryl Lieb
Introduction

In this chapter, I position existentialism as a humanizing force of resistance to the dehumanizing ideology of standardization and measurement that underpins 21st-century neoliberal educational policies and practices; that is, to situate existential philosophy as a model of both pedagogical theory and practice through which reflective, critical, dialogical, and relational approaches to teaching and learning are emphasized over instrumental teaching practices based in rigid technique and concrete measures of prescripted information. Fundamentally, I position existential pedagogy as the ground upon which to establish and affirm teachers and ...

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