ERIC Number: EJ1033451
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
Reference Count: 46
A Critical Pedagogy for Democracy: Confronting Higher Education's Neoliberal Agenda with a Critical Latina Feminist Episteme
Monzó, Lilia D.
Journal for Critical Education Policy Studies, v14 n1 p73-100 Feb 2014
A fundamental goal of the university must be to advance a democracy based on the socialist principles of freedom and critique. A Marxist revolutionary critical pedagogy for democracy is advanced that includes a call for the inclusion of faculty of color who may bring diverse epistemes toward doing research that promotes dissent. The author provides examples of how a Latina episteme, rooted in her experiences as a member of the oppressed, demands community engagement and democratic goals necessary to providing the clarity and rehearsal needed to break free from the shackles of capitalism.
Descriptors: Neoliberalism, Hispanic Americans, Feminism, Epistemology, Marxian Analysis, Democracy, Social Systems, Critical Theory, Universities, College Faculty, Minority Group Teachers, Race, Inclusion, Ethnography, Diversity (Faculty)
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: firstname.lastname@example.org; Web site: http://www.jceps.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A