Challenging and complex questions around inequality and power have
been persistent within modern systems of education since their
inception. But in the last four or five decades the vibrant field
of critical education has developed and grown in response to such
issues. Specifically, education scholars adopting a critical
approach seek to interrogate how social, economic, cultural,
linguistic, racial, sexual, and other forms of difference intersect
and play out within school policy and classroom practices.
Additionally, such scholars have shed light on the ways in which
education can transform schools and society to be more just and
radically democratic. The learned editors of this landmark
Routledge Major Work collection argue that the field of critical
education has become central within educational research. Most
teacher-training programmes include courses that examine both the
problems of inequality in education, and also how teachers and
scholars can work to ameliorate those same problems. Moreover, the
reach of critical educational research, policy, and practice is now
truly international. The influence of these perspectives in Brazil
and throughout Latin America, in part due to the work of Paulo
Freire, is particularly striking. Powerful currents of critical
education can also be found in Europe, Asia, and Africa. For
example, entire states within India have based their efforts in
school reform and the interruption of educationally driven
inequalities around the principles of critical pedagogic and
curricular traditions, arguments, and practices that have been
enunciated in the literature. Another example can be found in
China, where Beijing Normal University-which has the most
influential school of education in China-has established a research
centre in the name of the lead editor of this collection to
document and spread the national and international influences of
critical education. With the established and growing potency and
influence of critical education across national borders, this new
Routledge title answers the need for an authoritative reference
work to enable users to map and make sense of critical approaches
to education. The volumes focus on both historical antecedents in
the field (including key works produced before the term 'critical
education' gained wide currency but which anticipate approaches now
included under that rubric), as well as what might be considered
foundational or guiding texts that broke new theoretical or
political ground in their time. They also address crucial
controversies and contradictions, while bringing together some of
the sharpest and most insightful pieces of contemporary critical
education scholarship and points towards significant new directions
in the field. Supplemented with a full index, and general and
volume introductions, newly written by the editors, which situate
the collected materials in their historical and intellectual
context, Critical Education is certain to be appreciated by
scholars, students, and researchers as a vital reference and
pedagogic resource.
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