• 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 34: Coming to Critical Pedagogy in Spain Through Life and Literature: Jurjo Torres Santomé and Ramón Flecha

Coming to Critical Pedagogy in Spain Through Life and Literature: Jurjo Torres Santomé and Ramón Flecha
Coming to critical pedagogy in Spain through life and literature: Jurjo Torres Santomé and Ramón Flecha
Gresilda Tilley-Lubbs
Understanding the Sociopolitical Context of Critical Pedagogy in Spain

For a number of years, I have worked in the Spanish-speaking world with scholars who base their work on principles of critical pedagogy. Since I can communicate fluently in Spanish, I assumed for a long time that we were speaking the same language when we used the vocabulary associated with critical pedagogy. However, conversations with colleagues led me to realize that we use the same terms, albeit in our own languages, but those terms construct different meanings, based on ...

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