About the Book
Carefully curated to highlight research from more than twenty countries, the International Critical Pedagogy Reader introduces the ways the educational phenomenon that is critical pedagogy are being reinvented and reframed around the world. A collection of essays from both historical and contemporary thinkers coupled with original essays, introduce this school of thought and approach it from a wide variety of cultural, social, and political perspectives. Academics from South America, Europe, Africa, the Middle East, Asia, and North America describe critical pedagogy’s political, ideological, and intellectual foundations, tracing its international evolution and unveiling how key scholars address similar educational challenges in diverse national contexts. Each section links theory to critical classroom practices and includes a list of sources for further reading to expand upon the selections offered in this volume. A robust collection, this reader is a crucial text for teaching and understanding critical pedagogy on a truly international level.
Winner of the 2016 Alpha Sigma Nu Book Award
Table of Contents:
The Internationalization of Critical Pedagogy: An Introduction
Antonia Darder, Peter Mayo & Joao Paraskeva
SECTION 1: CRITICAL PEDAGOGY & THE POLITICS OF EDUCATION
Critical Pedagogy & Postcolonial Education (Saudi Arabia)
Ayman Abu-Shomar (2013).
From the Critical Theories to the Critique of the Theories (Brazil)
Inês Barbosa de Oliveira & Maria Luiza Süssekind (2015)
Critical Pedagogy and Gender Studies in Spain (Spain)
Ana Sanchez Bello (2015)
Genesis and Structure of Critical Pedagogy in Italy (Italy)
Domenica Maviglia (2015)
Mass Schooling for Socialist Transformation in Cuba and Venezuela (Cuba/Venezuela)
Tom G. Griffiths & Jo Williams (2014)
Journal for Critical Education Policy Studies, V.7. N.2. (31-49)
Further Readings
SECTION 2: GLOBALIZATION, DEMOCRACY, & SCHOOLING
The Challenge of Inclusive Schooling in Africa (Africa)
George J. Sefa Dei (2005)
Neoliberalism and Its Impacts (United Kingdom & India)
David Hill and Ravi Kumar
Critical Pedagogy and Democracy (Greece)
Maria Nikolakaki (2011)
Critical Pedagogy and the Idea of Communism (Canada)
Jerrold L. Kacher
Further Readings
SECTION 3: HISTORY, KNOWLEDGE, & POWER
Education in Liquid Modernity (Poland)
Zygmunt Bauman (2014)
Images Outside the Mirror? Mozambique & Portugal in World History (Africa)
Maria Paula Menesas (2011)
Theorizing from the Borders (Argentina & Russia)
Walter D. Mignolo & Madina V. Tlostvana (2006)
History and Memory From-Below and From-Within (Palestine)
Nur Masalha (2014)
Predicaments of ‘Particularity’ and ‘Universality’ (Japan)
Keita Takayama (2011),
Further Readings
SECTION 4: SOCIETY, POLITICS & CURRICULUM
Curriculum and Society: Rethinking the Link (Mexico)
Alicia Alba (1999)
The Constructivist Curriculum in Turkey in 2004: In Fact What is Constructed? (Turkey)
Kemal İnal, Gazi, Güliz Akkaymak, & Deniz Yıldırım (2014)
Justice Curriculum and the Formation of Teachers (Spain)
Jurjo Torres Santomé
Indigenising Curriculum: Questions Posed by Baiga Vidya (India)
Padma M. Sarangapani (2014)
Further Readings
SECTION 5: CRITICAL PRAXIS & LITERACY
Critical Literacy: Theories and Practices (Brazil)
Vanessa de Oliveira (2015)
Postcoloniality, Critical Pedagogy, and English Studies in India (India)
Kailash C. Baral (2006)
Critical Pedagogy in a Conflicted Society: Israel as a Case Study (Israel)
Moshe Levy and Yair Galily (2011)
Toward an Empowering Pedagogy: Is There Room for Critical Pedagogy in the Educational System of Iran (Iran)
Parvin Safari & Mohammad R. Pourhashemi (2012)
Critical Pedagogy & A Rural Social Work Practicum in China (China)
Hok Bun Ku, Angelina W.K. Yuan-Tsang, Hsiao Chun Liu (2010)
Further Readings
SECTION 6: CRITICAL PEDAGOGY & THE CLASSROOM
Critical Theories and Teacher Education in Portugal: For New Understanding of the Possibilities of Teacher Education to Make a Difference (Portugal)
Fátima Pereira (2015)
Striving for a Better World:
Lessons from Freire in Grenada, Jamaica and Australia (Grenada/Jamaica/Australia)
Anne Hickling-Hudson (2014).
‘Queer Goings-on’: An Autoethnographic Account of Experiences and (Australia)
Practice of Performing a Queer Pedagogy
Mark Vicars (2006)
Turning Difficulties into Possibilities: Engaging Roma Families and Students in Schools through Diologic Learning (Spain)
Ramón Flecha & Marta Soler
Further Readings
SECTION 7: CRITICAL HIGHER EDUCATION & ACTIVISM
The University at a Crossroads (Portugal)
Boaventura de Sousa Santos (2012)
Higher Education & Class: Production or Reproduction (Greece)
Panagiotis Sotiris
Local Struggle: Women in the Home and Critical Feminist Pedagogy in Ireland (Ireland)
G. Honor Fagan (1991)
You Say you Want a Revolution: Suggestions for the Impossible Future of Critical Pedagogy (Luxembourg)
Gert J.J. Biesta (1998)
Further Readings
Contributors
Permissions
About the Author :
Antonia Darder holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University and is also Professor Emerita of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign.
Peter Mayo is Professor of Education Studies at the University of Malta and a member of the Collegio Docenti for the doctoral research program in Educational Sciences and Continuing Education at the Università degli Studi di Verona.
João Paraskeva is Chair of the Department of Education Leadership and Director of the EdD/PhD in Education Leadership and Policy Studies at the University of Massachusetts, Dartmouth.
Review :
"The brilliance of the International Critical Pedagogy Reader is its audacity to de-colonize the taken for granted 'Center-Periphery' exporting model of critical pedagogy—creating, instead, a powerful place for subaltern voices to be heard. This comprehensive, illuminating, and timely edited book re-inserts the centrality of both the 'critical' and political coherence, remaining loyal to principles of liberation and emancipation. The International Critical Pedagogy Reader makes it powerfully clear that critical pedagogy is a way of life that does not require courage to be critical but simply demands coherence, humility, and ethics." --Donaldo Macedo, Distinguished Professor of Arts and Education, University of Massachusetts Boston
"Intellectually engaging and emotionally inspiring. Relevant global coverage to inform reflective practitioners, and a scholarly companion for educators motivated by social and pedagogical justice." --Juliana McLaughlin, Senior Lecturer, Queensland University of Technology, Australia and Past President, Australian and New Zealand Comparative and International Education Society
"With such a comprehensive blend of particulars and universals, local and global, this reader assumes an inimitable encyclopedic significance. Indispensable for educational professionals, researchers, and students, it will engender innumerable milestones in educational research across the globe."--Dev Pathak, Assistant Professor of Sociology, South Asian University, India
"Curating essays from over 20 countries around the world, the International Critical Reader shows how critical pedagogy is being reframed and reinvented philosophically, politically, and pedagogically in relation to contextual, cultural, social, and economic sensibilities and specificities. Widening the critical pedagogical lens beyond Western countries, this reader is an essential reference source for all students, academics, social activists, and researchers who subscribe to the view that the ‘struggle for freedom, equality, and social justice is never an act of courage, but an act of intellectual honesty.’" --Juliet Perumal, Faculty of Education, University of Johannesburg, South Africa
"This reader is destined to become a pivotal book in critical pedagogy. It will reshape the field by extending critical pedagogy’s geography and issues. A must-read for educators committed to decolonizing pedagogy." --Carmel Borg, Faculty of Education, University of Malta, Malta
"Paulo Freire has said that critical pedagogy can transform the world for the benefit of humanity. This volume shows the extent to which critical pedagogy has itself now become a global phenomenon and the impact it has made on the theory and practice of radical education around the world." --Mike Neary, University of Lincoln, United Kingdom
"The International Critical Pedagogy Reader holds the keys to the forthcoming evolution of this discipline in the near future. Indispensable not only for professors, students and researchers of critical pedagogy but also for critical sociology, cultural theory, and cultural studies professionals." --Eugenio-Enrique Cortés-Ramírez, Universidad de Castilla – La Mancha, Spain
"This book brings us a powerful discussion on critical pedagogy from around the world. All concerns exposed in this collection are the same concerns held by many critical scholars to empower public education and teachers. It is a crucial book for graduate and undergraduate students in education, as well as for public school teachers." --Alvaro Moreira Hypolito, Associate Professor, Federal University of Pelotas, Brazil
