Critical Pedagogies

Series Editor:  Shirley R. Steinberg

A critical pedagogical vision is grounded in social, cultural, cognitive, economic and political contexts which understand schooling as a part of human services and community development. 
Kincheloe, J.L. 2008

    In 1970, the first English language edition of The Pedagogy of the Oppressed, by Paulo Freire was published. For almost half a century, the book has been translated into scores of languages championing a call for radical change in schooling, and a humane, social shift to contextual education.  Henry Giroux claims that the book changed his life, and indeed, it certainly changed his career.  Giroux’s paradigm shattering book, Theory and Resistance in Education, published in 1983, named Freire’s revolutionary philosophy as critical pedagogy.  Throughout the 1980s and early 1990s, critical pedagogy became the counter-narrative to traditional education.  In the past thirty years, critical scholars (many of whom are the intellectual offspring of Giroux) have re-formed education through critical pedagogical analyses and discourse.
    This new book series is designed to continue the legacy of Critical Pedagogy and to acknowledge that, indeed, Critical Pedagogy is transformative, tentative, ever-evolving, and a philosophical way in which to contextualize education.   We do not practice a particular pedagogy, we are theoretically and pedagogically grounded in notions of the critical pedagogies which have emerged through our own work and interaction with many others. We are interdisciplinary scholars, activists, teachers, and community members who do not seek to create a unilateral doctrine, that would be antithetical to Freire’s intents.  Freire was concerned that his work not be turned into a curriculum, a paradigm, or a singular methodology, however, that is what has happened in many cases.
We seek to gather those from traditional critical pedagogical paradigms to those who are working between these paradigms, working in the tentative, the elastic, the ever-changing margins of revolutionary and scholarly pedagogy.


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