Introduction
Beginning in the late 1970s and early 1980s, a group of North American scholars (including Henry Giroux, Peter McLaren, Bell Hooks, Ira Shor, and Donaldo Macedo) began, in Paulo Freire’s words, “to reinvent my writings and research on literacy and pedagogy so that they may be applied to North American struggles for liberation in schools, the workplace, the home, and universities and colleges” (Freire 1993, p. ix). In a sense, then, Joe Kincheloe is right to demand that Freire “and his South/Latin American colleagues and progeny” be recognized as the originators of critical pedagogy (Kincheloe 2007, p. 11). In another sense, however, it is this “translation and reinvention” of Freire’s work into a North American context itself that has come to form the core of critical pedagogy – indeed, the very term “critical pedagogy” does not appear in Freire’s Pedagogy of the Oppressed, but was coined by Henry Giroux in...
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Lampert, M. (2017). North American Critical Pedagogy. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_232
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