Critical Pedagogy

Critical Pedagogy is largely based on Freirean principles, and emphasizes teaching practices that empower students as critical and transformative agents in society. Part of this empowerment entails stimulating an awareness of the oppressive social structures and practices that oppress marginalized peoples, and actively challenging those structures and practices.

A critical pedagogue's job involves passion and care about students and teaching, constant self-reflection, and the development of what Duncan-Andrade describes as "critical hope." Teachers who practice Critical Pedagogy "walk the walk" in their everyday lives.

Duncan-Andrade, J. (2008). The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools. New York, NY: Peter Lang Publishing.

Duncan-Andrade, J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban schools. International Journal of Qualitative Studies in Education, 20(6), 617-638.

Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappa, 73(4), 290-94.

Kumashiro, K.K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-33.

Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, ethnicity, and education, 8(1), 69-91.

Mollie V. Blackburn & Lance T. McCready (2009): Voices of Queer Youth in Urban Schools: Possibilities and Limitations, Theory Into Practice, 48:3, 222-230

Philip, T. (2011). Moving beyond our progressive lenses: Recognizing and building on the strengths of teachers of color. In Journal of Teacher Education. 62(4). 356-66

Video: Jeff Duncan-Andrade - Note to Educators: Hope Required When Growing Roses in Concrete