商品詳細

Critical pedagogy as a theoretical and advocacy literature raises issues about the role of teachers in schools that seem to be aimed more at reproducing cultural and economic inequality than at teaching children. This text analyzes the critical-pedagogy literature and sets out to show how the continued focus on the critical has kept it from expanding upon the issues of pedagogy. Case studies of urban teachers whose teaching has moved from traditional (teacher-centred, compliant with bureaucracies) to emancipatory illustrate both the potential for this literature to carry out its own activist agenda in the world of practice and its limitations as a resource for critical teachers. The book discusses the settings in which these teachers have developed skills which in turn have allowed them to reformulate their own pedagogy in ways that directly confront social inequities and build toward more democratic schools.