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Revolutionary Critical Pedagogy And Critical Global Citizenship Education: A Conversation With Peter Mclaren, Peter Mclaren, Emiliano Bosio
Revolutionary Critical Pedagogy And Critical Global Citizenship Education: A Conversation With Peter Mclaren, Peter Mclaren, Emiliano Bosio
Education Faculty Articles and Research
This article presents a remarkable conversation on revolutionary critical pedagogy and critical global citizenship education between Peter McLaren, one of the leading scholars of contemporary critical pedagogy, and Emiliano Bosio, guest editor of Citizenship Teaching & Learning. McLaren’s copious work as a distinguished professor in critical studies at the Donna Ford Attallah College of Educational Studies (Chapman University), as co-director and international ambassador for Global Ethics and Social Justice (Paulo Freire Democratic Project), as co-founder of the Instituto McLaren de Pedagogía Crítica, Ensenada, and as Professor Emeritus at the University of California, Los Angeles (UCLA) offers insights, perspectives, concerns …
Race, Culture And Agency: Examining The Ideologies And Practices Of Us Teachers Of Black Male Students, Quaylan Allen
Race, Culture And Agency: Examining The Ideologies And Practices Of Us Teachers Of Black Male Students, Quaylan Allen
Education Faculty Articles and Research
This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black male students. In general, teachers drew upon competing structural and cultural explanations of Black male social and academic outcomes, while also engaging in practices that contested school barriers for Black males. Teacher beliefs about and practices with their Black male students were inconsistent in many ways, yet their agency on behalf of Black males might be understood as essential to Black male educational progress.
The Possibilities Of Being “Critical”: Discourses That Limit Options For Educators Of Color, Thomas M. Philip, Miguel Zavala
The Possibilities Of Being “Critical”: Discourses That Limit Options For Educators Of Color, Thomas M. Philip, Miguel Zavala
Education Faculty Articles and Research
Through a close reading of the talk of a self-identified critical educator of color, we explore the contradictions, possibilities, limitations, and consequences of this identity for teachers and teacher educators. We examine how the performances of particular critical educator of color identities problematically intertwine claims of Freirian pedagogy with crude dichotomizations of people as critical and non-critical. We explore how particular tropes limit the productive possibilities of being critical for other educators of color and erase the centrality of dialogue, reflexivity, and unfinishedness that define Freirian-inspired notions of being critical.