• 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 Media Literacy
Critical media literacy
Tony Kashani

It is almost a cliché to say we live in the Digital Age. In the 21st century, our lives, in the developed world and many parts of the developing world, are mired in digitized realities. The average American adult spends nearly 11 hours a day in front of a screen (Howard, 2016). We are constantly setting foot in one reality (the physical and material) while almost at once having another foot in the other reality (the virtual and digital). Ones and zeros have permeated directly and indirectly nearly all facets of our lives. YouTube has remained in the top three since 2007 while Facebook has seen its appeal dip in recent years, as ...

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