• 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.

Part VII: Teaching and Learning

  • By: A. Abdi, P. Carr, R. Connell, R. Connell, B. Down, A. Sullivan, A. Sullivan, B. Johnson, M. Simons, J. Duncan-Andrade, E. Morrell, P. Freire, S. Gewirtz, P. Mahony, I. Hextall, A. Cribb, H. Giroux, D. Gleeson, C. Husbands, J. Kincheloe, J. Kincheloe, J. Kincheloe, D. Weil, K. Lynch, B. Grummell, D. Devine, S. Riddle, M. Apple, P. Sahlberg, K. Saltman, A. Sen, J. Smyth, T. P. Thomas, H. Schubert, J. Kincheloe, D. Weil & T. Wrigley
  • In:The SAGE Handbook of Critical Pedagogies
  • Subject:General Education
Teaching and Learning
Teaching and learning

What kind of teaching and learning is desirable in the 21st century? How is teaching and learning currently being de/re/formed? In whose interests? What impact are these reforms having on teachers and students? What kinds of teaching and learning are valued/devalued? What knowledge is encouraged/discouraged? By whom? Who benefits? How can teaching and learning better connect to students’ lives? What might a democratic alternative look like? What resources are required to do this work?

Of course, questions of this kind are not readily welcomed or even tolerated in increasingly corporatized and bureaucratized education systems including K-12 schools, colleges, vocational education and training or universities. Pasi Sahlberg (2011) sheds some light on the broader context in which education is now deeply ...

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