• 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 99: Critical Pedagogy and the Visual Arts: Examining Perceptions of Poverty and Social Justice in Early Childhood Research with Children

Critical Pedagogy and the Visual Arts: Examining Perceptions of Poverty and Social Justice in Early Childhood Research with Children
Critical pedagogy and the visual arts: examining perceptions of poverty and social justice in early childhood research with children
Judith Dunkerly-Bean Kristine Sunday
Introduction

The notion of active rather than passive participation in the world is a central tenant to critical pedagogy (Freire, 1970). Yet as Hillary Janks (2010: 155) notes, ‘in the field of critical literacy, less attention has been paid to critical writing than to critical reading, despite the importance of resisting dominant forms and “writing back” to power'. This is an important distinction and worthy of greater reflection and reflexivity as we think about critical pedagogy, ...

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