ERIC Number: ED529590
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 0
Critical Pedagogy in the Twenty-First Century: A New Generation of Scholars. Critical Constructions: Studies on Education and Society
Malott, Curry Stephenson, Ed.; Porfilio, Bradley, Ed.
IAP - Information Age Publishing, Inc.
This book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century while showcasing the scholarship of this new generation of critical scholar-educators. Needless to say, the writers herein represent just a small subset of a much larger movement for critical transformation and a more humane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and less violent world. This volume highlights the finding that rigorous critical pedagogical approaches to education, while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit of student learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial, neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twenty-first century, from this point of view, includes contributing to the manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. These rigorous, democratic, critical standards for measuring the value of scholarship, including this volume of essays, should be the same that individuals use to critique and transform the larger society in which they live and work. This book begins with "Neoliberalism Trumping The Politics of Hope: A Critical Intervention to Challenging the Corporate Takeover of Schools and Society," a preface by Bradley Porfilio. "From Toussaint L'Ouverture to Paulo Freire: Complexity and Critical Pedagogy in the Twenty-First Century: A New Generation of Scholars," an introduction by Curry Stephenson Malott, is also included. Part I, Social Theory and Critical Pedagogy, contains: (1) When Theory Walks With Praxis: Critical Pedagogy and the Life of Transnational and Postcolonial Subjects of Color (Pierre Orelus); (2) A Placed-Based Critical Pedagogy in Turbulent Times: Restoring Hope for Alternative Futures (Martin and Kitty Te Riele); (3) Radical Hermeneutics, Adolescence, and Twenty-First Century Critical Pedagogy (Kip Kline); (4) Disrupting Heteronormativity Through Critical Pedagogy and Queer Theory (Heather Hickman); (5) Power Through Resistance: Why Critical Theory Can Prevent Educators From Going Back to the Future (Julie Gorlewski); and (6) For a Multiple-Armed Love: Ecopedagogy for a Posthuman Age (Richard Kahn). Part II, Psychology and Critical Pedagogy, contains: (7) Individual Collective Human Needs: (Re)theorizing Maslow Using Critical, Sociocultural, Feminist, and Indigenous Lenses (Tricia M. Kress, Christopher J. Aviles, Cindy Taylor, and Melissa Winchell). Part III, Educational Reform and Critical Pedagogy, contains: (8) The Magnificent Elephant That Was Promised Showed Up Lame: The 10-Year Development Plan of Basic Education and Education for All (EFA) in Burkina Faso (Touorouzou Herve Some); and (9) The Quest for a Critical Pedagogy of Democracy (Paul Carr). Part IV, Knowledge Production/Research Methodology and Critical Pedagogy, contains: (10) Developing Curricular Standpoint: "Strong Objectivity" and the Politics of School Knowledge (Wayne Au); (11) Writing We: Collaborative Text in Educational Research (Christina Ann Siry and Carolyne Ali-Khan); (12) Off-loading Self/Other/World Responsibilities: Confronting Questionable Ethics in Youth Engagement in Critical Pedagogy (Darren Lund and Jim Paul); and (13) Power Personified: Graduate Students Negotiating Hollywood Education (Catherine Lalonde). Part V, Teacher Education and Critical Pedagogy, contains: (14) Struggles to Eliminate the Tenacious Four Letter "F" Word in Education (Vivian Garcia Lopez); (15) Through the Eyes of Two Teacher Educators: Building Alternatives to the Gaze and Surveillance Mechanisms in Teacher Education (Abraham P. DeLeon and Emily Daniels); (16) Toward Mainstreaming Critical Peac Education in U.S. Teacher Education (Edward J. Brantmeier); and (17) Nice Girls Become Teachers: Experiences of Female First-Generation College Students Majoring in Elementary Education (Carrie Freie and Kirstin R. Bratt). Part VI, Classroom Teaching and Critical Pedagogy, contains: (18) Visions of Hope and Despair: Investigating the Potential of Critical Science Education (Andrew Gilbert); (19) Enacting a Transformative Education (Kurt Love); and (20) To Upend the Boat of Teacher Mediocrity: The Challenges and Possibilities of Critical Race Pedagogy in Diverse Urban Classrooms (Daniel D. Liou and Rene Gonzalez). Part VII, Technology and Critical Pedagogy, contains: (21) Scaling the Classroom Walls: Lessons Learned Outside of Schools About Social Media Activism and Education (Tricia M. Kress and Donna DeGennaro); (22) Learners and oppressed Peoples of the World, Wikify!: Wikiversity as a Global Critical Pedagogy (Juha Suoranta); and (23) Emancipatory Technologies: A Dialogue Between Hackers and Freire (Joseph Carroll-Miranda).
Descriptors: Teacher Education, Graduate Students, First Generation College Students, Critical Theory, Educational Research, Elementary Education, Democracy, Research Methodology, Intimacy, Educational Change, Scholarship, Education, Academic Achievement, Epistemology, Social Theories, Hermeneutics, Adolescents, Feminism, Sociocultural Patterns
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Publication Type: Books; Collected Works - General
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