Robert Lake

Tricia Kress

Paulo Freire's critical pedagogy has had a profound influence on contemporary progressive educators around the globe as they endeavor to rethink education for liberation and the creation of more humane global society. For Freire, maintaining a sense of historicity, that is, the origins from which our thinking and practice emerges, is essential to understanding and practicing education as a means for liberation. Too often, however, critical pedagogy is presented as a monolithic philosophy, and the historical and intellectual roots of critical pedagogy are submerged. Through a compilation of essays written by leading and emerging scholars of critical pedagogy, this text brings history into the present and keeps Paulo's intellectual roots alive in all of us as we develop our praxis today.

Toward Historicity in Praxis

Paulo Freire's Intellectual Roots

Christopher Emdin

This is the first book to explicitly link healing and wellness practices with critical pedagogy. Bringing together scholars from Brazil, Canada, Malta and the USA, the chapters combine critical pedagogy and social justice education to reorient the conversation around wellness in teaching and learning. Working against white Eurocentric narratives of wellness in schools which focus on the symptoms, not the causes, of society's sickness, the authors argues for a "soul revival" of education which tackles, head on, the causes of dis-ease in society, from institutional racism, colonialism, xenophobia and patriarchy. The contributors provide fresh perspectives that address short-term goals of wellness alongside long-term goals of healing in schools and society by attending to underlying causes of social sickness. The chapters bridge theory and practice, bringing diverse historical and contemporary philosophical discussions around wellness into contact with concrete examples of the interconnections between wellness, education, and social justice. Examples of topics covered include: Buddhist practices for healing, Black liberation theology, hip hop pedagogy, anxiety and vulnerability, art therapy and story-telling.

Paths Beyond "Wellness," Toward a Soul Revival of Teaching and Learning

Critical Pedagogy for Healing

This volume features the works of scholar-practitioners who embrace critical pedagogy and critical research as praxis in qualitative research about education. The authors take an explicit stance toward social justice through education, and they use critical research as a vehicle toward that end. The chapters critically engage with topics such as researcher role and position in critical research; collaborative research models with teachers and students; exploring visual epistemology in schools and with students; critical science education and cosmopolitanism; and developing praxis within teacher preparation courses and teacher research. Contributors push the boundaries of scholarship by presenting nuanced theoretical discussions or critical and timely educational issues via innovative forms of representation (i.e., fiction, narratives, dialogues, rich descriptions, and visuals). This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

Using Critical Research for Educational and Social Change

Patricia Paugh

This edited volume supports implementation of a critical literacy of popular culture for new times. It explores popular and media texts that are meaningful to youth and their lives. It questions how these texts position youth as literate social practitioners. Based on theories of Critical and New Literacies that encourage questioning of social norms, the chapters challenge an audience of teachers, teacher educators, and literacy focused scholars in higher education to creatively integrate popular and media texts into their curriculum. Focal texts include science fiction, dystopian and other youth central novels, picture books that disrupt traditional narratives, graphic novels, video-games, other arts-based texts (film/novel hybrids) and even the lives of youth readers themselves as texts that offer rich possibilities for transformative literacy. Syllabi and concrete examples of classroom practices have been included by each chapter author

Tricia Kress

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