Critical pedagogy generally seeks to expose how relations of power and inequality, (social, cultural, economic) in their myriad forms, combinations, and complexities, are manifest and challenged in the formal and informal education of children and adults (Giroux, 1997; McCarthy & Apple, 1988; McLaren, 2005). However, this may actually be too general a statement, for the term “critical pedagogy” is something of a sliding signifier that has been used in multiple ways to describe multiple things. Indeed, at times critical pedagogy seems to have been used in such broad ways that it can mean almost anything from cooperative classrooms with somewhat more political content to a more robust definition that involves a thorough-going reconstruction of what education is for, how it should be carried out, what we should teach, and who should be empowered to engage in it.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anyon, J. (2005). Radical possibilities. New York: Routledge.
Apple, M. W. (1971). The hidden curriculum and the nature of conflict. Interchange, 2(4), 27–40.
Apple, M. W. (1979/2004). Ideology and curriculum (3rd edn.). New York: RoutledgeFalmer.
Apple, M. W. (1986). Teachers and texts. New York: Routledge & Kegan Paul.
Apple, M. W. (1995). Education and power (2nd edn.). New York: Routledge.
Apple, M. W. (1999). Power, meaning, and identity. New York: Routledge.
Apple, M. W. (2000). Official knowledge (2nd edn.). New York: Routledge.
Apple, M. W. (2006). Educating the “right” way (2nd edn.). New York: Routledge.
Apple, M. W., Aasen, P., Cho, M. K., Gandin, L. A., Oliver, A., Sung, Y-K., Tavares, H., & Wong, T-H. (2003). The state and the politics of knowledge. New York: Routledge.
Apple, M. W., & Beane, J. A. (Eds.). (2007). Democratic schools (2nd edn.). Portsmouth, NH: Heinemann.
Apple, M. W., & Buras, K. L. (Eds.) (2006). The subaltern speak. New York: Routledge.
Apple, M. W., & Weis, L. M. (1983). Ideology and practice in schooling. In M. W. Apple & L. M. Weis (Eds.), Ideology and practice in schooling (pp. 3–33). Philadelphia, PA: Temple University Press.
Arnot, M. (2004). Male working-class identities and social justice. In N. Dolby & G. Dimitriadis (Eds.), Learning to labor in new times (pp. 17–40). New York: RoutledgeFalmer.
Au, W. (November 2006). Against economic determinism. Journal for Critical Education Policy Studies, 4(2). http://www.jceps.com/?pageID=article&articleID=66. Au, W., & Apple, M. W. (2007). Freire, critical education, and the environmental crisis. Educational Policy.
Bakhtin, M. M. (1968). Rabelais and his world. Cambridge, MA: M.I.T. Press.
Ball, S. J. (1994). Education reform. Buckingham, England: Open University Press.
Bernstein, B. B. (1977). Class codes and control (2nd edn., vol. 3). London: Routledge & Kegan Paul.
Bourdieu, P. (1984). Distinction. Cambridge, MA: Routledge & Kegan Paul.
Bourdieu, P. (2003). Firing back. New York: Verso.
Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society, and culture. Beverly Hills, CA: Sage.
Bowers, C. A., & Apffel-Marglin, F. (Eds.) (2005). Rethinking Freire. Mahwah, NJ: Lawrence Erlbaum Associates.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America (1st edn.). New York: Basic Books.
Bulhões, M. G., & Abreu, M. (1992). A luta dos professores gaúchos de 1979 a 1991. Porto Alegre, Brazil: L&PM.
Buras, K. L., & Apple, M. W. (in press). Radical disenchantments. Comparative Education.
Burbules, N. C., & Torres, C. A. (2000). Globalization and education. New York: Routledge.
Caldart, R. S. (2003). Movimento sem terra: lições de pedagogia. Currículo sem Fronteiras, 3(1), 50–59.
Clarke, J., & Newman, J. (1997). The managerial state. London: Sage.
Cole, M. (Ed.) (1988). Bowles and Gintis revisted (1st edn.). Philadelphia, PA: The Falmer Press.
Cole, M., Hill, D. McLaren, P., & Rikowski, G. (2001). Red chalk. Northampton, England: The Institute for Education Policy Studies.
Copelman, D. M. (1996). London's women teachers. New York: Routledge.
Dale, R. (1989–1990). The Thatcherite project in education. Critical Social Policy, (9), 4–10.
Dimitriadis, G., & McCarthy, C. (2001). Reading & teaching the postcolonial. New York: Teachers College Press.
Dussel, I. (2004). Educational restructuring and the reshaping of school governance in Argentina. In T. S. Popkewitz & S. Lindblad (Eds.), Education restructuring (pp. 3–20). Greenwich, CT: Information Age Publishing.
Egitim Sen (Ed.) (2004). Demokratic Egitim Kurultayi. Ankara, Turkey: Egitim Sen.
Ellsworth, E. (1989). Why doesn't this feel empowering? Harvard Educational Review, 59(3), 297–324.
Epstein, D., & Johnson, R. (1998). Schooling sexualities. Philadelphia, PA: Open University Press.
Erevelles, N. (2005). Understanding curriculum as normalizing text. Journal of Curriculum Studies, 37(4), 421–439.
Fraser, N. (1997). Justice interruptus. New York: Routledge.
Freire, P. (1974). Pedagogy of the oppressed. Translated by M. B. Ramos. New York: Seabury Press.
Freire, P. (1997). A response. In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon & W. T. Stokes (Eds.), Mentoring the mentor (pp. 303–329). New York: Peter Lang.
Freire, P., & Macedo, D. (1995). A dialogue: Culture, language, and race. Harvard Educational Review, 65(3), 377–402.
Gandin, L. A. (2006). Creating real alternatives to neoliberal policies in education. In M. W. Apple & K. L. Buras (Eds.), The subaltern speak (pp. 217–242). New York: Routledge.
Gandin, L. A., & Apple, M. W. (2003). Educating the state, democratizing knowledge. In M. W. Apple (Ed.), The state and the politics of knowledge (pp. 193–220). New York: RoutledgeFalmer.
Gillborn, D. (2005). Education policy as an act of white supremacy. Journal of Education Policy, 20(4), 485–505.
Gimeno, J. S. (2005). La educacion gue aun es posible. Madrid: Morata.
Giroux, H. A. (1983). Theories of reproduction and resistance in the new sociology of education. Harvard Educational Review, 53(3), 257–293.
Giroux, H. A. (1997). Pedagogy and the politics of hope. Boulder, CO: Westview.
Gramsci, A. (1971). Selections from the prison notebooks.Translated by Q. Hoare & G. N. Smith. New York: International Publishers.
Hall, S. (1980b). Popular democratic vs. authoritarian populist. In A. Hunt (Ed.), Marxism and democracy (pp. 150–170). London: Lawrence & Wishart.
Hooks, B. (1994). Teaching to transgress. New York: Routledge.
Horton, M. (1990). The long haul (1st edn.). New York: Doubleday.
Jacoby, R. (2005). Picture imperfect. New York: Columbia University Press.
Jules, D. (1992). Education and social transformation in Grenada, 1979–1983. Dissertation: University of Wisconsin.
Kelsh, D., & Hill, D. (2006). The culturalization of class and the occluding of class consciousness. Journal for Critical Education Policy Studies, 4(1). Retrieved August 8, 2006 from http://www.jceps. com/?pageID=article&articleID=59.
Kliebard, H. M. (1995). The struggle for the American curriculum 1893–1958 (2nd edn.). New York: Routledge.
Ko, J.-H., & Apple, M. W. (1999). Teachers, politics, and democracy. Education and Social Justice, 2(1), 67–73.
Kumashiro, K. (2002). Troubling education. New York: RoutledgeFalmer.
Ladson-Billings, G. (1997). I know why this doesn't feel empowering. In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon & W. T. Stokes (Eds.), Mentoring the mentor (pp. 127–141). New York: Peter Lang.
Ladson-Billings, G., & Tate IV, W. F. (1995). Towards a critical race theory of education. Teachers College Record, 97(1), 47–68.
Leonardo, Z. (Ed.) (2005). Critical pedagogy and race. Malden, MA: Blackwell.
Lewis, D. L. (1993). W. E. B. DuBois: Biography of a race, 1868–1919. New York: Henry Holt.
Lewis, D. L. (2000). W. E. B. DuBois: The fight for equality and the American century. New York: Henry Holt.
Livingston, G. (2003). Chronic silencing and struggling without witness. Unpublished dissertation. Madison, WS: University of Wisconsin.
Luke, C., & Gore, J. (Eds.). (1992). Feminisms and critical pedagogy. New York: Routledge.
Mannheim, K. (1936). Ideology and utopia. New York: Harvest Books.
McCarthy, C., & Apple, M. W. (1988). Race, class and gender in American educational research. In L. M. Weis (Ed.), Class, race, and gender in American education (pp. 9–39). Albany, NY: State University of New York Press.
McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of revolution. Lanham, MD: Rowman & Littlefield.
McLaren, P. (2005). Capitalists and conquerors. New York: Rowman & Littlefield.
McRobbie, A. (1978). Working class girls and the culture of femininity. In Women's Studies Group (Ed.), Women take issue (pp. 96–109). London: Hutchinson of London.
Morley, D., & Chen, K.-H. (Eds.) (1996). Stuart Hall. New York: Routledge.
Munro, P. (1998). Subject to fiction. Buckingham, England: Open University Press.
Naison, M. (1985). Communists in Harlem during the depression. New York: Grove Press.
Purvis, J. (1991). A history of women's education in England. Philadelphia, PA: Open University Press.
Rethinking Schools (2005). Homepage. Retrieved July 11, 2005, from http://www.rethinkingschools.org
Shor, I. (1992). Empowering education (1st edn.). Chicago, IL: The University of Chicago Press.
Shor, I., & Freire, P. (1987). A pedagogy for liberation. South Hadley, MA: Bergin & Garvey.
Simon, B. (1965). Education and the labour movement, 1870–1920. London: Lawrence & Wishart.
Simon, B. (1991). Education and the social order, 1940–1990. New York: St. Martin's Press.
Singh, M., Kell, P., & Pandian, A. (2002). Appropriating English. New York: Peter Lang.
Smith, L. T. (1999). Decolonizing methodologies. New York: Zed
Stefanos, A. (1997). African women and revolutionary change. In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon & W. T. Stokes (Eds.), Mentoring the mentor (pp. 243–271). New York: Peter Lang.
Takayama, K., & Apple, M. W. (2007). The cultural politics of borrowing. Unpublished manuscript.
Teitelbaum, K. (1993). Schooling for ‘good rebels’. Philadelphia, PA: Temple University Press.
Torres, C. A. (1990). The politics of nonformal education in Latin America. New York: Praeger.
Torres, C. A. (1997). Pedagogia da luta. São Paulo: Papirus.
Torres, J. S. (2001). Educacion en tiempos de neoliberalismo. Madrid: Morata.
Van Vught, J. (1991). Democratic organizations for social change. New York: Bergin & Garvey.
Watkins, W. H. (1993). Black curriculum orientations. Harvard Educational Review, 63(3), 321–338.
Weiler, K. (1989). Women's history and the history of women teachers. Journal of Education, 171(3), 9–30.
Weiler, K. (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review, 61(4), 449–474.
Weis, L. M. (1990). Working class without work. New York: Routledge.
Weis, L. M., & Fine, M. (2004). Working method. New York: Routledge.
Whitty, G. (1974). Sociology and the problem of radical educational change. In M. Flude & J. Ahier (Eds.), Educability, schools, and ideology (pp. 112–137).
Whitty, G. (1985). Sociology and school knowledge. London: Metheun & Co.
Willis, P. (1977). Learning to labor. New York: Columbia University Press.
Willis, P. (1990). Common culture. Boulder, CO: Westview Press.
Woodson, C. G. (1990/1933). The mis-education of the negro. Trenton, NJ: Africa World Press, Inc.
Youdell, D. (2006). Impossible bodies, impossible selves. Dordrecht, the Netherlands: Springer.
Young, M. F. D. (1971). Knowledge and control. London: Collier-Macmillan.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Apple, M.W., Au, W. (2009). Politics, Theory, and Reality in Critical Pedagogy. In: Cowen, R., Kazamias, A.M. (eds) International Handbook of Comparative Education. Springer International Handbooks of Education, vol 22. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6403-6_63
Download citation
DOI: https://doi.org/10.1007/978-1-4020-6403-6_63
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-6402-9
Online ISBN: 978-1-4020-6403-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)