Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Practicing Critical PedagogyEvolving Criticality for a Transnational Public Pedagogy

Practicing Critical Pedagogy: Evolving Criticality for a Transnational Public Pedagogy [Having fortunately discoered Joe L. Kincheloe’s work early in my teaching career, I learned to deconstruct sooner rather than later certain dominant orientations towards education that had informed my professional preparation. Joe’s writings quickly became a faithful companion in my evolving quest to establish the link between the messages of critical pedagogy and transformative teaching practice in diverse educational contexts—such as those within which I worked, first in California and then in Spain. One of the most important messages I gleaned from Joe’s books and articles was the need for educators to constantly question authority by asking ourselves, our students, and the school communities we serve: Whose interests does the curriculum actually serve? Whose interests does it least serve, leave out, or even harm, and why? And a related, crucial question: How might we make our pedagogies “go public,” in the sense of serving the needs of the many, not the few, in a globalizing world?] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Practicing Critical PedagogyEvolving Criticality for a Transnational Public Pedagogy

Part of the Critical Studies of Education Book Series
Editors: Agnello, Mary Frances; Reynolds, William Martin
Teasley, Cathryn
Practicing Critical Pedagogy — Dec 23, 2015
Download PDF
11 pages

Loading next page...
 
/lp/springer-journals/practicing-critical-pedagogy-evolving-criticality-for-a-transnational-HyGsBJferX

References (39)

Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2016
ISBN
978-3-319-25845-4
Pages
39 –50
DOI
10.1007/978-3-319-25847-8_5
Publisher site
See Chapter on Publisher Site

Abstract

[Having fortunately discoered Joe L. Kincheloe’s work early in my teaching career, I learned to deconstruct sooner rather than later certain dominant orientations towards education that had informed my professional preparation. Joe’s writings quickly became a faithful companion in my evolving quest to establish the link between the messages of critical pedagogy and transformative teaching practice in diverse educational contexts—such as those within which I worked, first in California and then in Spain. One of the most important messages I gleaned from Joe’s books and articles was the need for educators to constantly question authority by asking ourselves, our students, and the school communities we serve: Whose interests does the curriculum actually serve? Whose interests does it least serve, leave out, or even harm, and why? And a related, crucial question: How might we make our pedagogies “go public,” in the sense of serving the needs of the many, not the few, in a globalizing world?]

Published: Dec 23, 2015

Keywords: Criticality; Bricolage; English-only; Critical public pedagogy; Decolonial theory; Globalized world

There are no references for this article.