• 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.

Critical Pedagogy, Social Justice and Contesting Definitions of Engagement in the Classroom
Critical pedagogy, social justice and contesting definitions of engagement in the classroom
David Zyngier

Engagement is difficult to define operationally, but we know it when we see it, and we know it when it is missing. (Newmann, 1986: 242)

The centrality of teaching, the explication of what good teaching involves and the valuing of teachers’ knowledges are recurrent themes at teacher education conferences. Gore et al. (2001) argue that preparing teachers who can produce high-quality outcomes for all of their students requires teacher educators to give greater importance to what they do and say about good classroom practices; that is, pedagogies that are characterized by intellectual quality, ...

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