• 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.

The Importance of Paulo Freire in the ‘Act of Reading'
The importance of Paulo Freire in the “act of reading”
Luis Huerta-Charles

In 1981, when Paulo Freire presented his paper ‘The Importance of the Act of Reading’ as the opening keynote speech at the Brazilian Congress on Reading, the act of reading was primarily considered a mechanical and utilitarian skill. At that historical moment, Freire's work was a pathbreaking approach within the field of literacy and reading. It was a historical context in which the dominant methods of reading considered the subject strictly as sets of skills and abilities that needed to be taught by the teacher and learned by the students. At this time in history, literacy and reading were ...

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