- 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.
Part IV: Global Perspectives
As this Handbook unfolds, a transnational trend is leaving its characteristic mark of discrimination, inequity and exclusion on education systems throughout the world: far-right forces are on the rise in both the global North and South,1 and are impacting curricular contents – or what and how children learn – through the power/knowledge dynamics present in all learning environments (Agnello and Reynolds, 2016; Apple et al., 2009; Darder et al., 2015; Kincheloe et al., 2017). Riding the tide of a worldwide political economy whose roots date back more than four decades, recent ultra-conservative and neo-fascist forces have been propelled and emboldened by a neoliberal political/economic undercurrent (Brown, 2017; Giroux, 2018; Harvey, 2005; Roy, 2014) that minimises state controls on individual choice, capital ...