Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Critical Pedagogy, Historical Origins of

  • Seehwa Cho
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_228



Not all of the core ideas of critical pedagogy are brand new. Like any other new perspective, critical pedagogy is built on previous theories and ideas. For example, the idea of constructing knowledge with students was already present more than 100 years ago in John Dewey’s idea of “experience” (1902) and more recently in constructivism (Vygotsky 1978). The idea of schools-as-change agents is not new either. In the early twentieth century, social reconstructionism was based precisely on the idea that schools can and should effect social change (Counts 1932). More recently, we can find the same idea in the civil rights movement and multicultural education. True, one may say that critical pedagogy is more overtly political than the progressive education movement, constructivism, or multicultural education. Yet it is undeniable that there are some similarities among these educational theories....

This is a preview of subscription content, log in to check access.


  1. Allen, R. L. (2004). Whiteness and critical pedagogy. Educational Philosophy and Theory, 36(2), 121–136.CrossRefGoogle Scholar
  2. Allman, P. (1999). Revolutionary social transformation: Democratic hopes, political possibilities and critical education. Westport: Bergin & Garvey.Google Scholar
  3. Apple, M. (1979). Ideology and curriculum. New York: Routledge.CrossRefGoogle Scholar
  4. Biesta, G (1998). Say you want a revolution… Suggestions for the impossible future of critical pedagogy. Educational Theory, 48(4), 499–510.CrossRefGoogle Scholar
  5. Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society and culture. London: Sage.Google Scholar
  6. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York: Basic Books.Google Scholar
  7. Carnoy, M., & Levin, H. (1985). Schooling and work in the democratic state. Stanford: Stanford University Press.Google Scholar
  8. Cho, S. (2013). Critical pedagogy and social change: Critical analysis on the language of possibility. New York: Routledge.Google Scholar
  9. Counts, G. S. (1932). Dare the school build a new social order? New York: John Day Company.Google Scholar
  10. Dewey, J. (1902). Experience and education. New York: Macmillan.Google Scholar
  11. Ellsworth, E. (1989). Why doesn’t this feel empowering?: Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–325.CrossRefGoogle Scholar
  12. Freire, P. (1997/1970). Pedagogy of the oppressed (trans: Ramos, M.). New York: Continuum.Google Scholar
  13. Giroux, H. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. Boulder: Westview Press.Google Scholar
  14. Gur–Ze’ev, I. (1998). Toward a nonrepressive critical pedagogy. Educational Theory, 48(4), 463–486.CrossRefGoogle Scholar
  15. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.Google Scholar
  16. Leonardo, Z. (2002). The souls of white folk: Critical pedagogy, whiteness studies, and globalization discourse. Race Ethnicity & Education, 5(1), 29–50.CrossRefGoogle Scholar
  17. Lissovoy, N. (2008). Power, crisis, and education for liberation: Rethinking critical pedagogy. New York: Palgrave Macmillan.CrossRefGoogle Scholar
  18. Loomba, A. (1998). Colonialism/postcolonialism. New York: Routledge.CrossRefGoogle Scholar
  19. Luke, C. (1992). Feminist politics in radical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 25–53). New York: Routledge.Google Scholar
  20. Lyotard, J. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.Google Scholar
  21. McLaren, P. (1995). Critical pedagogy and predatory culture. New York: Routledge.Google Scholar
  22. Sidorkin, A. (1997). Carnival and domination: Pedagogies of neither care nor justice. Educational Theory, 47(2), 229–238.CrossRefGoogle Scholar
  23. Wallerstein, I. (2004). World–systems analysis: An introduction. Durham: Duke University Press.Google Scholar
  24. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.University of St. ThomasSaint PaulUSA