• 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 Tourism Pedagogy: A Response to Oppressive Practices
Critical tourism pedagogy: a response to oppressive practices
Sandro Carnicelli Karla Boluk

In the last 30 years many fields have appropriated the concept of critical pedagogy. Disciplines such as health (Martinson and Elia 2018), criminal law (Menis, 2016), music education (Hess, 2017), and sport (Fernández-Balboa, 2015) are among study areas that have drawn on critical pedagogy as a way to equip students with the ability to view the world with a critical lens. Critical pedagogy is ‘a means by which the oppressed may begin to reflect more deeply upon their socio-economic circumstances and take action to improve the status quo’ (Johnson and Morris, 2010: 77). Furthermore, critical pedagogy demands ...

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