• 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 II: Social Theories

  • By: A. A. Abdi, M. Battiste, P. R. Carr, P. R. Carr, G. Thésée, A. Darder, A. Darder, M. P. Baltodano, R. D. Torres, G. J. S. Dei, G. J. S. Dei, M. McDermott, F. Fanon, P. Freire, P. Freire, P. Freire, Ana Maria Araújo Freire, Alexandre K. Oliveira, H. Giroux, H. A. Giroux, H. A. Giroux, A. Darder, M. Baltodano, R. D. Torres, É Glissant, J. Gonzalez-Monteagudo, M. Green, A. Darder, M. Baltodano, R. D. Torres, b. hooks, b. hooks, R. Kahn, J. L. Kincheloe, J. L. Kincheloe, P. McLaren, É Morin, R. Petrella, G. Pineau, L. Sauvé, L. Sauvé, L. Sauvé, I. Orellana, C. Villemagne, B. Bader, L. Sauvé, L. Sauvé, C. Baudoux, M. Anadon, V. Shiva, L. T. Smith, S. R. Steinberg, G. S. Cannella, G. J. S. Dei, A. Kempf, G. Thésée, P. R. Carr, K. Tobin, S. R. Steinberg, N. N. Wane, F. A. Adyanga & A. A. IImi
  • In:The SAGE Handbook of Critical Pedagogies
  • Subject:General Education
Social Theories
Paulo Freire, critical pedagogy and the quest for ‘transformative and emancipatory education'
Paulo Freire, Critical Pedagogy and the Quest for ‘Transformative and Emancipatory Education'

Why is (formal, normative) education so mired within anti-democratic structures, postures, frameworks and traditions, which (can) effectively constrain it from critically addressing the world's ills (Carr and Thésée, 2019)? Is it possible for education to fulfill the immense but fundamental mission entrusted to it, to somehow lead to individual and collective emancipation? And if so, how can it, in these times of great conflict and chaos, both social and environmental, become a force leading to Freire's notion of conscientization? How can an evolving social conscience take into account myriad realities, words, knowledge and actions of the ‘oppressed', those facing multi-layered ...

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