• 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 77: Moving from Individual Consciousness Raising to Critical Community Building Praxis

Moving from Individual Consciousness Raising to Critical Community Building Praxis
Moving from individual consciousness raising to critical community building praxis
Silvia Cristina Bettez Cristina Maria Dominguez

In Pedagogy of the Oppressed, Freire (2000: 169) writes that no one can ‘unveil the world for another'. He asserts that while ‘one Subject may initiate the unveiling', all involved ‘must also become Subjects of this act’ (Freire, 2000: 169). Critical pedagogy is understood then as ‘co-intentional education', where teachers and learners are subjects ‘not only in the task of unveiling’ the social world and their place in it and ‘coming to know it critically', but also ‘in the task of re-creating that knowledge’ (Freire, 2000: 69), in ...

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