Rethinking critical pedagogy and the Gramscian and Freirean legacies: From organic to committed intellectuals or critical pedagogy, commitment, and praxis

Gustavo Fischman, Peter McLaren

Research output: Contribution to journalArticle

50 Citations (Scopus)

Abstract

Critical pedagogy problematizes the relationship between education and politics, between sociopolitical relations and pedagogical practices, between the reproduction of dependent hierarchies of power and privilege in the domain of everyday social life and that of classrooms and institutions. In doing so, it advances an agenda for educational transformation by encouraging educators to understand the sociopolitical contexts of educative acts and the importance of radically democratizing both educational sites and larger social formations. In such processes, educators take on intellectual roles by adapting to, resisting, and challenging curriculum, school policy, educational philosophies, and pedagogical traditions. This article revisits the contributions of Antonio Gramsci and Paulo Freire to critical pedagogy, giving particular attention to the related concepts of hegemony and the intellectual.

Original languageEnglish (US)
Pages (from-to)425-446
Number of pages22
JournalCultural Studies - Critical Methodologies
Volume5
Issue number4
DOIs
StatePublished - 2005

Fingerprint

intellectual
educator
commitment
school policy
hegemony
privilege
curriculum
classroom
politics
education
Education
Praxis
Critical Pedagogy
Educators
philosophy
Educational philosophy
Privilege
Paulo Freire
Antonio Gramsci
Agenda

Keywords

  • Critical pedagogy
  • Freire
  • Gramsci
  • Intellectuals

ASJC Scopus subject areas

  • Cultural Studies

Cite this

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