Many of our countryOs children face daily a threat to their personal safety and well-being. As school boards, law enforcement officials, and policymakers continue to look for ways to stop youth violence in urban and suburban schools, not enough attention is paid to eradicating the socioeconomic and cultural conditions that give rise to these acts. In this timely and thought-provoking collection, seasoned educators and cultural theorists emphasize this connection between youth violence and the realities faced by many children poverty, racism, unequal opportunity, and the mediaOs glorification of violence.

Reinventing Critical Pedagogy offers a fresh perspective from which to read, discuss, and debate recent critical interpretations of schooling and our world at present. The authors build upon past accomplishments of critical pedagogy and critique those elements that contradict the radically democratic orientation of the field. Ultimately, they argue that critical pedagogy needs to welcome a wider representational and ideological base for the oppressed, and that it should do so in a way that makes the field more vital in the preparation for the revolutionary struggles ahead. Reinventing Critical Pedagogy takes a step in that direction because it not only takes to task "external" forces such as capitalism, patriarchy, and white supremacy, but also engages the manifestations of these external forces within critical pedagogy itself.

Reinventing Critical Pedagogy offers a fresh perspective from which to read, discuss, and debate recent critical interpretations of schooling and our world at present. The authors build upon past accomplishments of critical pedagogy and critique those elements that contradict the radically democratic orientation of the field. Ultimately, they argue that critical pedagogy needs to welcome a wider representational and ideological base for the oppressed, and that it should do so in a way that makes the field more vital in the preparation for the revolutionary struggles ahead. Reinventing Critical Pedagogy takes a step in that direction because it not only takes to task OexternalO forces such as capitalism, patriarchy, and white supremacy, but also engages the manifestations of these external forces within critical pedagogy itself.