Critical+Theory

=Here are some links to articles, books, and digital materials on Critical Pedagogy:=

//(I have not authored, nor claim rights to, any of the items linked below. I share them only for educational purposes and do not profit from their use or sharing. I do, however, offer thanks and gratitude to all of the educators, students, authors, and institutions who have made these items available digitally.)//

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This page is not meant to offer a singular “correct” view of critical pedagogy, but instead, is meant to offer multiple views and understandings of critical pedagogy along an organic continuum. This page was originally authored by Samina Naseem and myself for a doctoral course we shared. We constructed it with the belief that critical pedagogy is more about methodologies than methods.======

Critical pedagogy frameworks


 * Presentation:**

[|Critical+Pedagogy2.ppt]

Paulo Freire, Henry Giroux, bell hooks, and Peter McLaren are famous for critical pedagogy text. There are other critical pedagogues who are known for their anti-schooling perspectives:

 * ======Ivan Illich (Famous book: Deschooling society [])======
 * ======John Holt (How children learn/ How children fail [])======
 * ======John Taylor Gatto (Challenging the Myths of Modern schooling [])======
 * ======Matt Hern ( Field Day/ Getting Society Out of School [])======

Much of critical pedagogy work draws on feminism, Marxism, post-colonialism and the discourse theories of:

 * ======Edward Said (Orientalism [])======
 * ======Michel Foucault ( Folie et deraison []) ======
 * ====== Antonio Gramsci (Prison Notebooks []) ======

Digital Materials:
[|http://video.google.com/videoplay?docid=4776643631355467650#] Why critical pedagogy?

[|http://FreireProject.org] The Freire Project: The Paulo and Nita Freire International Project for Critical Pedagogy.

What does it mean to me to be a critical educator? A student (?) podcast for a critical pedagogy in #|action class. Attempts to answer the question: What does it mean to me to be a critical educator?

[|http://video.google.com/videoplay?docid=-7843245836103592826#docid=4534031316914805287] Henry Giroux talks about history of critical pedagogy and how he became a critical pedagogue.

[] What is and what isn't critical pedagogy?

Articles:
[|kincheloeintro.pdf] “A complex critical pedagogy is always searching for new voices that may have been excluded by the dominant culture or by critical pedagogy itself. Poor, non-English as first language, gay, lesbian, and bisexual, physically challenged, nonathletic, nonwhite, overweight, shy and short students often find themselves oppressed in various ways in school” (2008, p. 13).

[|Macedo.pdf] “Begging the question of why a supposedly highly literate society frequently demonstrates the inability to think critically, Macedo contends that the educational system in the U.S. is not failing, and that the majority of people were never meant to be educated and have access to the dominant political and economic spheres” (1999, p. 31).

[|mclaren.pdf] “Freire’s writings exhibit a singular awareness that the oppressed will not recognize their oppression simply because somebody has pointed it out to them” (2000, p. 8).

[|Shannon.pdf] “American poverty is usually associated with an unequal distribution of America’s abundance. The idea of poverty is a social construction]]. There is not a natural line that separates the poor from the non-poor. As a construction, our conceptions of poverty #|begin as the images and stories of poverty meet our feelings and understandings of ourselves, others, and the world” (1998, p. 40).

[|shannonovert.pdf] "To consider covert censorship ... we must consider what is left unsaid in children's and adolescent literature rather than engage in the typical practice of literary criticism, analyzing the author's words" (1992, p. 69).

[|shannonprep.pdf] "If we hope to eliminate social and learning competitions or at least assuage the savage inequalities that have marred and still mar so much of our lives in and out of #|schools, we must all analyze these beliefs, where they come from, and who they serve" (1995, p. 6).

[|shevin.pdf] "This chapter is about the many ways in which #|schools try to eliminate bodies, the bodies of children and the bodies of teachers" (???, p. 168).

[|segall3.pdf] "My interst here, as it has been in previous chapters, is to examine the relationship between the opportunities made possible for prospective teachers to engage issues of difference-specifically, gender and multiculturalism-and the opportunities they made possible in return because of what was made available to them" (2002, p. 105).

Spener.pdf "Supporting Donaldo Macedo's contention that #|schools are in fact not failing, and that the majority of people were never meant to have access to dominant political and economic spheres, David Spener argues that U.S. educational policies and practices reflect an implicit economic need to socialize immigrants and members of oppressed groups to fill necessary, but undesirable, low-status jobs" (1999, p. 59).

[|erinturner.pdf] "The ability to see mathematics in the world that surrounds and shapes us, and to recognize the power of mathematics to critically investigate and act on that world, are key components of critical perspectives on teaching and learning mathematics" (2009, p. 137).

[|Gutstein2007.pdf] “How can we promote ceaseless critique while concurrently encouraging students to hold firmly to their own beliefs? In raising this dilemma, however, I do not wish to blur an essential point—these students actively and consistently raised their own questions throughout this project. This is a major #|step in learning to read the world” (2007, p. 66).

[|Gutstein2.pdf] “…there are certain common pedagogical aims. Two of the most central are that students develop both critical consciousness and mathematical competencies, and there is also the view that these two areas of learning need to be dialectically interwoven by both teachers and students in a conscious manner” (2008, p. 109).

[|Gutstein-et-al-1997.pdf] “The purpose of the project is to help teachers use what they know about their students’ culture to improve students’ learning of mathematics, and of other subjects as well, and to help students develop critical approaches to knowledge and the tools they will need to be agents of social change” (2007, p. 709).

[|elmesky_rap.pdf] “Even during an era of cultural globalization where diversity, hybridity, and heterogeneity prevail, educational institutions remain unchanged and economically and racially marginalized students continue to experience a sense of exclusion in school” (2009, p. 1).

[|Gutierrez2008.pdf] “Some researchers have begun to question the usefulness of large-scale assessments of student achievement that identify disparities between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class” (2008, p. 357).

[|Emdin_Affiliation_and_Alienation.pdf] “This study explores the complex relationships between hip-hop and science education by examining how rap lyrics project beliefs about schooling, the relevance of existing curriculum, and the intellectual capability of urban youth” (2009, p. 1).

[|McLaren interview.pdf] “We have prepared this discussion of capitalism, critical pedagogy, and urban science education in conversation format in order to keep problematic the contextual realities of privilege, power, and knowledge in urban settings” (2001, p. 847).

[|ACB_QSE.pdf] “Science education in poor, urban settings in the U.S. is fraught with inequalities in terms of resources, access of education opportunities, and quality of science instruction. These inequalities are further exacerbated for homeless youth who must also deal with the daily realities of shelter living, transience, school transfers, and social stigmas” (2003, p. 533).

[|ACB_JRST2000.pdf] “In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner-city students. We refer to the works of critical scholars in science, education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in science education for students from lower socioeconomic inner-city enclaves” (2000, p. 871).

[|ACB_CritEth.pdf] “In this article I argue that the foundation for making sense of urban science education is a critical and political methodological framework. In other words, science education research, unless it emerges from praxis and is centrally about a political commitment to the struggle for liberation and in defense of human rights, will fall short of helping us to make sense of the goal of scientific literacy for all” (2001, pp. 899-900).