- 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 97: Critical Public Pedagogies of DIY
Critical Public Pedagogies of DIY
As a ‘big tent’ movement, the field of critical pedagogy is diffuse and encompasses a broad range of meanings, projects and geographies (Lather, 1998: 487; Martin and Brown, 2013). However, while critical pedagogy has some currency and traction in formal education contexts, it is not always immediately visible within social movement contexts, including new and emergent forms of Do-it-Yourself (DIY) and grassroots activism. Yet, even if it is not formally acknowledged as such, critical pedagogy finds expression in a myriad of forms, from ‘toxic tours’ that provide opportunities to learn about the effects of environmental racism (Su and Jagninski, 2013: 111) to the use of art and craft ...