• 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 Pedagogies of Compassion1
Critical pedagogies of compassion
Michalinos Zembylas

In a landmark essay published in 1996 under the title ‘Compassion: The Basic Social Emotion', the philosopher Martha Nussbaum suggests that a sensible call for education in (Western) schools should be the study of narratives of suffering. As she advises, ‘public education at every level should cultivate the ability to imagine the experiences of others and to participate in their sufferings’ (1996: 50). The suggestion that education should cultivate compassion for the suffering of others raises a number of issues about the forms that compassion should take in schools to promote solidarity with others, especially distant others who suffer (Chouliaraki, 2010, 2012). These issues concern the sense of compassion that education ...

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