Possibilities for Moving from Theory to Practice in Urban Schools
3 Critical Pedagogy in an Urban High School English Classroom
Critical Pedagogy in an Urban High School English Classroom
Critical pedagogy is hotly discussed and highly debated in the academy. Its proponents draw upon important scholars (Freire, 1970; McLaren, 1994, 2003b; Giroux, 2001; hooks, 1994; Darder, 1991; Kincheloe, 2004; Shor, 1992) to argue for an approach to education that is rooted in the existential experiences of marginalized peoples; that is centered in a critique of structural, economic, and racial oppression; that is focused on dialogue instead of a one-way transmission of knowledge; and that is structured to empower individuals and collectives as agents of social change. Increasingly, critical pedagogy is being discussed as a potential component of urban school reform. Again, educators and researchers look to critical pedagogy as they consider ways to motivate students, to develop literacies and numeracies of power, and to engage students and their communities in the struggle for educational justice. We certainly applaud these goals, but we also feel as though the field at present insufficiently explores the applications of critical pedagogy to urban education.
For the past dozen years we have been dedicated to the enterprise of designing and investigating classroom interventions that are built upon the core principles of critical pedagogy. In our joint efforts we have worked across multiple settings, from English classrooms to basketball teams to summer research programs. Our goal in this research is to develop a grounded theory of practice (Strauss & Corbin, 1997), that is, a theory that begins with the...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.