• 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 Pedagogy as Research
Critical pedagogy as research
Tricia M. Kress

In my explorations of the literature about critical pedagogy and in my interactions with students and colleagues, I have noticed a common misconception about the origins of Paulo Freire's critical pedagogy. It is often assumed that Freire's literacy project in which he taught 400 Brazilian workers to read was the starting point of critical pedagogy, that he somehow thought up this method, and then tried it out with adult workers, yielding tremendous success. However, this abbreviated version of Paulo Freire's work takes his philosophy and practice out of the context of his biography, which imparts a false mysticism upon critical pedagogy as a philosophy and a false sense of ...

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