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Pedagogy of Insurrection

From Resurrection to Revolution


Peter McLaren

«Pedagogy of Insurrection» by Peter McLaren has won the American Educational Research Association, Division B Outstanding Book Recognition Award 2016.

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.
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Chapter 4. Comrade Fidel, the French Canadian and a Literacy Campaign


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In the summer of 2000, I was invited, along with Ira Shor, to serve as an advisor for the doctoral degree program in critical pedagogy at the University of Saint Thomas (St. Paul and Minneapolis, Minnesota). I also had the good fortune to teach a summer course in that program that same year. In those days, many of us who had been engaged since the early 1980s in the difficult task of developing critical pedagogy into a legitimate program of study in graduate schools of education, dared to be optimistic about the future of the field. We were eagerly waiting to see our efforts reach fruition. Two of my former doctoral students (from Miami University of Ohio and the University of California, Los Angeles) became full-time faculty in the program at the University of St. Thomas. It was an exciting time.

I had hoped that critical pedagogy would catch fire at schools of education nationwide, and that this would lead to more doctoral programs with concentrations in critical pedagogy, and perhaps even doctoral degree programs. After all, UCLA had recruited me in 1992 to bring critical pedagogy to what is now called the Division of Urban Schooling. And colleagues of mine throughout the U.S. were being asked to develop courses in critical pedagogy at their institutions. Perhaps critical pedagogy was coming into its own. Of course, at...

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