Interviews with Peter McLaren on War, Imperialism, and Critical Pedagogy
From Resurrection to Revolution
Peter McLaren, named Outstanding Educator in America by the Association of Educators of Latin America and the Caribbean in 2013 and winner of numerous awards for his scholarship and international political activism, has penned another classic work with Pedagogy of Insurrection. One of the educators that Ana Maria (Nita) Araújo Freire credits as an architect of what has come to be known worldwide as critical pedagogy, and who Paulo Freire named his ‘intellectual cousin,’ McLaren has consistently produced iconoclastic work that has been heralded by educators worldwide as among some of the most significant commentary on the state of education. He is Honorary President of the Instituto McLaren de Pedagogía Crítica y Educación Popular in Ensenada, México, and Honorary Director of the Center for Critical Pedagogy Research at Northeast Normal University in China.
Public Pedagogy & Praxis
Edited by Peter McLaren and Suzanne SooHoo
This collection of essays, poems, and reflections by scholars, public intellectuals, artists, and community activists (as well as those whose work intersects with all of these categories) constitutes a landmark achievement in critical pedagogy and social justice education. Edited by two leaders whose work spans both academic and grassroots communities, Radical Imagine-Nation was conceived during a time of political turmoil both nationally and internationally, a time when freedom and democracy seemed out of reach for millions around the world.
Peter McLaren and Joe L. Kincheloe
Narrative, Dialogue, and the Political Production of Meaning
Edited by Peter McLaren and Michael A. Peters
Central to the series is the idea that language is essentially a dialogical production that is formed through a process of social conflict and interaction. The aim is to focus on key semiotic, literary andpolitical concepts as a basis for a philosophy of language and culture where the underlying materialist philosophy of language and culture serves as the basis for the larger project that we might call dialogism (after Bakhtins usage). As the late V.N. Volosinov suggests Without signs there is no ideology, Everything ideological possesses semiotic value and individual consciousness is a socio-ideological fact. It is a small step to claim, therefore, consciousness itself can arise and become a viable fact only in the material embodiment of signs. This series is a vehicle for materialist semiotics in the narrative and dialogue of education and struggle."