"The Routledge International Handbook of Critical Education" is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: (1) social movements and pedagogic work; (2) critical research methods for critical education; (3) the politics of practice and the recreation of theory; and (4) the freirian legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this "Handbook" provides the definitive statement on the state of critical education and on its possibilities for the future. This book is divided into seven parts. Part I, Introduction, contains the following: (1) Mapping Critical Education (Michael W. Apple, Wayne Au & Luis Armando Gandin). Part II, Social Contexts and Social Structures, contains the following: (2) The World Bank, the IMF, and International Education (Susan Robertson & Roger Dale); (3) Movement and Stasis in the Neoliberal Re-Orientation of Schooling (Cameron McCarthy, Viviana Pitton, Soochul Kim & David Monje); (4) Corporatization and the Control of Schools (Kenneth Saltman); and (5) The Trojan Horse of Curricular Contents (Jurjo Torres Santome). Part III, Redistribution, Recognition, and Differential Power, contains the following: (6) Rethinking Reproduction: Neo-Marxism and Critical Education Theory (Wayne Au & Michael W. Apple); (7) The Reign of Capital: A Pedagogynd Praxis of Class Struggle (Valerie Scatamburlo-D'Annibale & Peter McLaren); (8) Race Still Matters: Critical Race Theory in Education (Gloria Ladson-Billings); (9) Pale/ontology: The Status of Whiteness in Education (Zeus Leonardo); (10) What Was Poststructural Feminism in Education? (Julie McLeod); (11) Safe Schools, Sexualities, and Critical Education (Lisa W. Loutzenheiser & Shannon D. M. Moore); (12) Masculinities and Education (Marcus Weaver-Hightower); (13) The Inclusion Paradox: The Cultural Politics of Difference (Roger Slee); (14) Red Pedagogy: Indigenous Theories of Redistribution (a.k.a. Sovereignty) (Sandy Grande); and (15) Foucault's Challenges to Critical Theory in Education (Rosa Maria Bueno Fischer). Part IV, The Freirian Legacy, contains the following: (16) Fighting With the Text: Contextualizing and Recontextualizing Freire's Critical Pedagogy (Wayne Au); (17) Un/Taming Freire's Pedagogy of the Oppressed (Gustavo Fischman); (18) What Type of Revolution Are We Rehearsing For? Boal's Theater of the Oppressed (Ricardo D. Rosa); and (19) Against All Odds: Implementing Freirian Approaches to Education in the United States (Pia Lindquist Wong). Part V, The Politics of Practice and the Recreation of Theory, contains the following: (20) Flying Below the Radar? Critical Approaches to Adult Education (Peter Mayo); (21) Critical Media Education and Radical Democracy (Douglas Kellner & Jeff Share); (22) Educating Teachers for Critical Education (Kenneth Zeichner & Ryan Flessner); (23) Restoring Collective Memory: The Pasts of Critical Education (Kenneth Teitelbaum); (24) The Educative City and Critical Education (Ramon Flecha); (25) The Citizen School Project: Implementing and Recreating Critical Education in Proto Alegre, Brazil (Luis Armando Gandin); (26) Progressive Struggle and Critical Education Scholarship in Japan: Toward the Democratization of Critical Education Studies (Keita Takayama); and (27) The Circumstances and the Possibilities of Critical Educational Studies in China (Guang-cai Yan & Yin Chang). Part VI, Social Movements and Pedagogic Work, contains the following: (28) Critical Pedagogy is Not Enough: Social Justice Education, Political Participation, and the Politicization of Students (Jean Anyon); (29) Teachers' Unions and Social Justice (Mary Compton & Lois Weiner); (30) Teachers, Praxis, and Minjung: Korean Teachers' Struggle for Recognition (Hee-Ryong Kang); and (31) Community-Based Popular Education, Migration, and Civil Society in Mexico: Working in the Space Left Behind (Jen Sandler). Finally, Part VII, Critical Research Methods for Critical Education, contains the following: (32) Towards a Critical Theory of Method in Shifting Times (Lois Weis, Michelle Fine & Greg Dimitriadis); (33) New Possibilities for Critical Education Research: Uses for Geographical Information Systems (GIS) (Daniel S. Choi); (34) Can Critical Education Research be "Quantitative"? (Joseph J. Ferrare); and (35) Orientalism, the West and Non-West Binary, and Postcolonial Perspectives in Cross-Cultural Research and Education (Yoshiko Nozaki). A list of contributors and an index are also included.