• 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.

Counternarratives: Culturally Responsive Pedagogy and Critical Caring in One Urban School
Counternarratives: culturally responsive pedagogy and critical caring in one urban school
Gang Zhu Zhengmei Peng
Introduction

Since 2000, the world has witnessed intensified educational inequality around the globe, accompanied by reproductive schooling, social stratification, and the resurgence of neo-liberalism ideology (Howard, 2015; Ravitch, 2016; Schmidt et al., 2015). In Australia, there has been deep and long-lasting inequality of academic achievement between Indigenous and non-Indigenous students in the states and territories based on the most recent version of Australian national testing (National Assessment Program – Literacy and Numeracy) in years 3, 5, and 9 since 2008 (Ford, 2013). In China, the educational disparity between the coastal and inland ...

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