Description

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This book brings together the most important figures in the evolution of Critical Pedagogy to provide comprehensive analyses of issues related to the struggle against the forces of neoliberalism and the imperial-induced privatization, not just in education, but in all of social life through the radical democratizing forces of critical pedagogy.

About the Author

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Sheila Macrine is the Chair of the Teaching & Learning Department at the University of Massachusetts Dartmouth.

Praise For…

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"A provocative collection of essays...The book forthrightly provides a perceptive critical analysis of entrenched forces in the form of neoliberalism and privatization in schools and society. As such, it offers a potent summary of the pedagogy of hope."--J. L. DeVitis, Choice "This important book presents unique and pragmatic ways of resisting the oppressive dimensions of the political and educational status quo, while developing our social and educational imagination. Such an imagination--one that exists in the individual and collective intelligence of dedicated peoples and groups around the world, can change the world in general and education in particular."--Joe L. Kincheloe, Founder, The Paulo and Nita Freire International Project for Critical Pedagogy

“The contributors in this volume simultaneously provide conceptually sophisticated and pragmatic tools to pursue the construction of pedagogies of freedom where commitment to justice and fairness is encouraged, where respecting different perspectives on sciences and arts is stimulated, where disagreement is not punished, where caring for the other and a desire to know is celebrated, and where a passion for democracy and creating fair and inclusive futures is welcomed.” Afterword by Gustavo Fischman, Associate Professor of Educational Leadership & Policy Studies, Arizona State University

“At a time when the ruinous results of dominant neo-liberal policies are becoming increasingly clear, Critical Pedagogy in Uncertain Times offers the activist educator a cogent analysis of recent educational trends as well as useful suggestions for finding a way forward.”--Patricia H. Hinchey, Associate Professor of Education, Penn State University

“When education is increasingly reduced to test scores, this book reminds us what education can be for and how pedagogy can be practiced. The authors’ critique of the present system and description of what might be will strengthen the reader in working for a democratic society and schools.”--David Hursh, Associate Professor, University of Rochester