• 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 108: Where Does Critical Pedagogy Happen? Young People, ‘Relational Pedagogy’ and the Interstitial Spaces of School

Where Does Critical Pedagogy Happen? Young People, ‘Relational Pedagogy’ and the Interstitial Spaces of School
Where does critical pedagogy happen? young people, ‘relational pedagogy’ and the interstitial spaces of school
Andrew Hickey

In an early section of Pedagogy of Hope, Paulo Freire (1992) outlines an important element in his practice of critical pedagogy. Speaking of the experience of convening culture circles with ‘fishers, with peasants and urban labourers’ (Freire, 1992: 36), Freire relays the following exchange as demonstrative of the ways that inter-relationality, as I will refer to this concept throughout this chapter, features as central to the critical pedagogical encounter:

First question:

‘What is the Socratic maieutic?'

General guffawing. Score one for me.

‘Now it's your turn to ask me a question', I said.

There ...

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