International Critical Pedagogy Reader

Carefully curated to highlight research from more than twenty countries, the International Critical Pedagogy Reader introduces the ways the educational phenomenon that is critical pedagogy are being reinvented and reframed around the world. A collection of essays from both historical and contemporary thinkers coupled with original essays, introduce this school of thought and approach it from a wide variety of cultural, social, and political perspectives. Academics from South America, Europe, Africa, the Middle East, Asia, and North America describe critical pedagogy’s political, ideological, and intellectual foundations, tracing its international evolution and unveiling how key scholars address similar educational challenges in diverse national contexts. Each section links theory to critical classroom practices and includes a list of sources for further reading to expand upon the selections offered in this volume. A robust collection, this reader is a crucial text for teaching and understanding critical pedagogy on a truly international level. Winner of the 2016 Alpha Sigma Nu Book Award

The Internationalization of Critical Pedagogy: An Introduction Antonia Darder, Peter Mayo & Joao Paraskeva SECTION 1: CRITICAL PEDAGOGY & THE POLITICS OF EDUCATION Critical Pedagogy & Postcolonial Education (Saudi Arabia) Ayman Abu-Shomar (2013). From the Critical Theories to the Critique of the Theories (Brazil) Inês Barbosa de Oliveira & Maria Luiza Süssekind (2015) Critical Pedagogy and Gender Studies in Spain (Spain) Ana Sanchez Bello (2015) Genesis and Structure of Critical Pedagogy in Italy (Italy) Domenica Maviglia (2015) Mass Schooling for Socialist Transformation in Cuba and Venezuela (Cuba/Venezuela) Tom G. Griffiths & Jo Williams (2014) Journal for Critical Education Policy Studies, V.7. N.2. (31-49) Further Readings SECTION 2: GLOBALIZATION, DEMOCRACY, & SCHOOLING The Challenge of Inclusive Schooling in Africa (Africa) George J. Sefa Dei (2005) Neoliberalism and Its Impacts (United Kingdom & India) David Hill and Ravi Kumar Critical Pedagogy and Democracy (Greece) Maria Nikolakaki (2011) Critical Pedagogy and the Idea of Communism (Canada) Jerrold L. Kacher Further Readings SECTION 3: HISTORY, KNOWLEDGE, & POWER Education in Liquid Modernity (Poland) Zygmunt Bauman (2014) Images Outside the Mirror? Mozambique & Portugal in World History (Africa) Maria Paula Menesas (2011) Theorizing from the Borders (Argentina & Russia) Walter D. Mignolo & Madina V. Tlostvana (2006) History and Memory From-Below and From-Within (Palestine) Nur Masalha (2014) Predicaments of ‘Particularity’ and ‘Universality’ (Japan) Keita Takayama (2011), Further Readings SECTION 4: SOCIETY, POLITICS & CURRICULUM Curriculum and Society: Rethinking the Link (Mexico) Alicia Alba (1999) The Constructivist Curriculum in Turkey in 2004: In Fact What is Constructed? (Turkey) Kemal Inal, Gazi, Güliz Akkaymak, & Deniz Yildirim (2014) Justice Curriculum and the Formation of Teachers (Spain) Jurjo Torres Santomé Indigenising Curriculum: Questions Posed by Baiga Vidya (India) Padma M. Sarangapani (2014) Further Readings SECTION 5: CRITICAL PRAXIS & LITERACY Critical Literacy: Theories and Practices (Brazil) Vanessa de Oliveira (2015) Postcoloniality, Critical Pedagogy, and English Studies in India (India) Kailash C. Baral (2006) Critical Pedagogy in a Conflicted Society: Israel as a Case Study (Israel) Moshe Levy and Yair Galily (2011) Toward an Empowering Pedagogy: Is There Room for Critical Pedagogy in the Educational System of Iran (Iran) Parvin Safari & Mohammad R. Pourhashemi (2012) Critical Pedagogy & A Rural Social Work Practicum in China (China) Hok Bun Ku, Angelina W.K. Yuan-Tsang, Hsiao Chun Liu (2010) Further Readings SECTION 6: CRITICAL PEDAGOGY & THE CLASSROOM Critical Theories and Teacher Education in Portugal: For New Understanding of the Possibilities of Teacher Education to Make a Difference (Portugal) Fátima Pereira (2015) Striving for a Better World: Lessons from Freire in Grenada, Jamaica and Australia (Grenada/Jamaica/Australia) Anne Hickling-Hudson (2014). ‘Queer Goings-on’: An Autoethnographic Account of Experiences and (Australia) Practice of Performing a Queer Pedagogy Mark Vicars (2006) Turning Difficulties into Possibilities: Engaging Roma Families and Students in Schools through Diologic Learning (Spain) Ramón Flecha & Marta Soler Further Readings SECTION 7: CRITICAL HIGHER EDUCATION & ACTIVISM The University at a Crossroads (Portugal) Boaventura de Sousa Santos (2012) Higher Education & Class: Production or Reproduction (Greece) Panagiotis Sotiris Local Struggle: Women in the Home and Critical Feminist Pedagogy in Ireland (Ireland) G. Honor Fagan (1991) You Say you Want a Revolution: Suggestions for the Impossible Future of Critical Pedagogy (Luxembourg) Gert J.J. Biesta (1998) Further Readings Contributors Permissions

Antonia Darder holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University and is also Professor Emerita of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign. Peter Mayo is Professor of Education Studies at the University of Malta and a member of the Collegio Docenti for the doctoral research program in Educational Sciences and Continuing Education at the Università degli Studi di Verona. João Paraskeva is Chair of the Department of Education Leadership and Director of the EdD/PhD in Education Leadership and Policy Studies at the University of Massachusetts, Dartmouth.