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What is Critical Pedagogy

Chapter 2
Voicing Diverse Teaching Experiences, Approaches, and Perspectives in Higher Education
Acknowledging the absence of diverse voices in curricula and instruction while seeking to ensure pedagogy embodies the diverse representation of students.
Published in Chapter:
Twice as Good to Get Half: Content and Context of Black Male Teachers and Administrators
Ernest Black (CalStateTEACH, Long Beach, USA) and Kirk Kirkwood (CalStateTEACH, Fresno, USA)
Copyright: © 2022 |Pages: 11
DOI: 10.4018/978-1-7998-9000-3.ch002
Abstract
This chapter provides a glimpse into the experiences of two Black male educational leaders and children of the Civil Rights Movement. Their parents migrated from the Jim Crow South to Detroit, Michigan, and Inglewood, California respectively, teaching them to work fervently and inspiring them to become educators. During their journey, the authors noticed that they had to be twice as good as their white peers to practice in educational institutions. However, they were committed to empowering their students and acquired the credentials and skills to become educational practitioners. As leaders in K-12 and higher education, they realized the significance of their personal narratives—which are connected to a rich legacy of activism, resilience, and collective resolve—to improve the lives and conditions of the Black community. This chapter informs current and future leaders about Black people's experiences within the U.S. education system. Principally, the authors highlight how cultural assets improve instructional practices, learning conditions, and academic outcomes for Black students.
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Chapter 5
Maintaining a Firm Social Justice Lens During a Public Health Crisis: Lessons Learnt From the ‘Learning Pods' Phenomenon
Critical pedagogy is a lens on education which was coined by Paolo Freire. It argues that traditional education—the banking model—oppresses learners instead of producing critically aware thinkers. It reduces them to passive roles and serves wider hegemonic societal expectations that they should comply instead of challenge inequitable power dynamics they encounter. Critical pedagogy supports teachers as they seek to make learners aware of their oppression; it encourages them to support learner identity and voice, and to create optimal conditions for learners to empower themselves and transform their classroom and school experiences.
Published in Chapter: Maintaining a Firm Social Justice Lens During a Public Health Crisis: Lessons Learnt From the ‘Learning Pods' Phenomenon; From: Educational Recovery for PK-12 Education During and After a Pandemic
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Chapter 1
Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research
A pedagogical approach that is in line with critical social theory; teaching from a stance that is particularly interested in building equity.
Published in Chapter: Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research; From: Preparing Students for Community-Engaged Scholarship in Higher Education
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Chapter 12
Understanding the Attrition Rates of Diverse Teacher Candidates: A Study Examining the Consequences of Social Reproduction
An approach to teaching that encourages students to analyze and question dominant and oppressive modes of thought and practice.
Published in Chapter: Understanding the Attrition Rates of Diverse Teacher Candidates: A Study Examining the Consequences of Social Reproduction; From: Overcoming Current Challenges in the P-12 Teaching Profession
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Chapter 14
Critical Literacy and Genre Pedagogy: Supporting Inclusion, Subverting Bias
A pedagogy, influenced by critical theory, which emphasizes power structures, how they students’ own contexts and lived experiences, and how the oppressed can resist dominant power structures.
Published in Chapter: Critical Literacy and Genre Pedagogy: Supporting Inclusion, Subverting Bias; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 2
Teaching Global Competence, Creating Global Citizens: Critical Citizenship Education in Higher Education
A philosophy of education that insists social justice is not distinct from teaching and learning and which aims to use education to combat issues such as racism, sexism, and other forms of oppression through the critique of power.
Published in Chapter: Teaching Global Competence, Creating Global Citizens: Critical Citizenship Education in Higher Education; From: The Role of Educators as Agents and Conveyors for Positive Change in Global Education
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Chapter 11
Interactive Digital Instruction: Pedagogy of the 21st Century Classroom
The practice of deconstructing one’s perspective, values in relationship to how they engage in the educational process.
Published in Chapter: Interactive Digital Instruction: Pedagogy of the 21st Century Classroom; From: Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work
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Chapter 13
The Disciplining and Professionalization of Community Engagement: The Master's Degree
A Freirean (2006) AU28: The in-text citation "Freirean (2006)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. term for consciousness-raising through analysis of lived experience that interrogates power and privilege.
Published in Chapter: The Disciplining and Professionalization of Community Engagement: The Master's Degree; From: Emerging Perspectives on Community Schools and the Engaged University
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Chapter 17
Culturally-Effective Responsive Teaching in English Language Learners' Literature Classes: Investigating the Value of Reader Response Theory (RRT)
Is an educational approach that encourages students to interact with texts as literary critics and politically aware community members ( Antonia, Marta, & Rodolfo, 2003 ). It establishes classrooms where teachers and students learn together within the same context. It also allows students to speak with greater authority as they draw on their knowledge ( Freire, 2000 ).
Published in Chapter: Culturally-Effective Responsive Teaching in English Language Learners' Literature Classes: Investigating the Value of Reader Response Theory (RRT); From: Global and Transformative Approaches Toward Linguistic Diversity
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Chapter 2
Re-Conceptualizing Race in New York City's High School Social Studies Classrooms
An approach to teaching that encourages students to analyze and question dominant, oppressive modes of thought and practice.
Published in Chapter: Re-Conceptualizing Race in New York City's High School Social Studies Classrooms; From: Handbook of Research on Social Inequality and Education
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Chapter 14
Capabilities-Based Transformative Online Learning Pedagogy for Social Justice
A social and educational approach to empowering students in the recognition of the knowledge and power relationship.
Published in Chapter: Capabilities-Based Transformative Online Learning Pedagogy for Social Justice; From: Handbook of Research on Social Inequality and Education
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Chapter 19
Unlocking the Liberation Doctrine in Media Literacy and Higher Education
A discourse designed to examine existing social structures and create ways to implement effective change through viable and accessible actions and solutions.
Published in Chapter: Unlocking the Liberation Doctrine in Media Literacy and Higher Education; From: Handbook of Research on Media Literacy in Higher Education Environments
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Chapter 5
Preparing to Be Digital: The Paradigm Shift for Media Studies and Higher Education
An approach to teaching and learning that disrupts traditional notions of teacher as leader and dominant figure in the learning environment. Instead advocates for giving prominent attention to the socially oppressed and the wisdom they possess of their condition. The goal is to allow them to be empowered and to reverse their subordinate social positions.
Published in Chapter: Preparing to Be Digital: The Paradigm Shift for Media Studies and Higher Education; From: Handbook of Research on Media Literacy in Higher Education Environments
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Chapter 16
Revising Cultural Competence and Critical Consciousness for Early Childhood Education
Entrenched in Brazilian academic Paulo Freire’s writings, it situates all educational contexts as political and power related. Teaching and learning, therefore, must acknowledge power as central to all creation of knowledge. Freire’s philosophy calls for teachers (as people who hold this power) to become critically aware or conscious of their practices. Teachers must empower their learners to become active change makers through their teaching. In the United States, this term has been extrapolated by such theorists as Michael Apple, Antonia Darder, Henry Giroux, Peter McLaren, Ira Shor, etc. Some of the key critical pedagogical concepts that have subsequently become common vernacular are ‘critical consciousness’, ‘cultural competence’, and ‘praxis’.
Published in Chapter: Revising Cultural Competence and Critical Consciousness for Early Childhood Education; From: Professional and Ethical Consideration for Early Childhood Leaders
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Chapter 5
Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement: Transformative Social Learning Environments
People in the teaching and learning profession support the belief that continuously analyzing one’s strengths, weaknesses, creative endeavors, and instructional support success, is an integral aspect of the profession.
Published in Chapter: Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement: Transformative Social Learning Environments; From: eLearning Engagement in a Transformative Social Learning Environment
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Chapter 18
Pluriculturalism and Plurilingualism in English for Academic Purposes: Challenges and Opportunities
A teaching approach that draws on critical theories to encourage students to question power dynamics and structures of inequality informing their learning experience.
Published in Chapter: Pluriculturalism and Plurilingualism in English for Academic Purposes: Challenges and Opportunities; From: Handbook of Research on Teaching in Multicultural and Multilingual Contexts
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Chapter 20
Supporting Teacher Candidates as Social Justice Change-Makers: A Faculty-Librarian Collaboration for Building and Using Diverse Youth Collections
An approach to teaching and learning, inspired by the work of Paulo Freire, that aims to assist learners and teachers in developing critical consciousness within and about education and the world beyond.
Published in Chapter: Supporting Teacher Candidates as Social Justice Change-Makers: A Faculty-Librarian Collaboration for Building and Using Diverse Youth Collections; From: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
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Chapter 3
Moving Away From the “Chalk and Board”: Lessons From a Critical Pedagogical Standpoint
Emerges as both a theory and a praxis. At the core of this is the need for teachers to situate learning and teaching within the social and political contexts of the education system. As such, it therefore presents a method or medium of teaching through which teachers can transform the nature of classroom relations, the capacities of and possibilities for both teachers and students.
Published in Chapter: Moving Away From the “Chalk and Board”: Lessons From a Critical Pedagogical Standpoint; From: Handbook of Research on Critical Thinking and Teacher Education Pedagogy
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Chapter 9
Student Agency: A Creatively-Focused Digital Critical Pedagogy
The philosophical theory and practice of deconstructing teaching and learning through understanding self and society.
Published in Chapter: Student Agency: A Creatively-Focused Digital Critical Pedagogy; From: Handbook of Research on Literacy and Digital Technology Integration in Teacher Education
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Chapter 18
Globalization and Teacher Education: Challenges and Solutions to 21st Century Content Preparation and Pedagogy in Africa
Teaching methods that develop the ability to collect, analyze, interpret, reflect, summarize, and synthesize information from different perspectives.
Published in Chapter: Globalization and Teacher Education: Challenges and Solutions to 21st Century Content Preparation and Pedagogy in Africa; From: Handbook of Research on Global Issues in Next-Generation Teacher Education
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Chapter 5
Whose Side Are We On?: A Call for Critical Solidarity With Participants in Education Research
Based in Freirian thought, critical pedagogues see all education (or the withholding of it) as a political act. They are committed to social justice, and to a co-learning pedagogy with students that will, with work lead to a critical consciousness or conscientization.
Published in Chapter: Whose Side Are We On?: A Call for Critical Solidarity With Participants in Education Research; From: Scholarly Publishing and Research Methods Across Disciplines
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Chapter 5
Place-Based Learning and Participatory Literacies: Building Multimodal Narratives for Change
A teaching approach which attempts to help students question and challenge domination, and the beliefs and practices that contribute to the oppression of others through an imbalance of power.
Published in Chapter: Place-Based Learning and Participatory Literacies: Building Multimodal Narratives for Change; From: Participatory Literacy Practices for P-12 Classrooms in the Digital Age
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Chapter 5
Transforming the Education of Immigrant Youth: Program Implementation and Instructional Planning
A teaching philosophy that encourages students to question paradigms of oppression and marginalization.
Published in Chapter: Transforming the Education of Immigrant Youth: Program Implementation and Instructional Planning; From: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
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Chapter 7
Teaching Teacher Agency in an Era of Standardization
A set of philosophies, theories, and practices that can enable educators to acknowledge and counter social issues that are rooted in oppression or domination.
Published in Chapter: Teaching Teacher Agency in an Era of Standardization; From: Implicit Pedagogy for Optimized Learning in Contemporary Education
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Chapter 17
Movement Intellectuals in Popular Music: An Alternative Means of Public Education
An educational means through which educators can raise a critical consciousness in their students.
Published in Chapter: Movement Intellectuals in Popular Music: An Alternative Means of Public Education; From: Handbook of Research on Media Literacy in Higher Education Environments
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Chapter 37
Making Identity Visible: The Case of the “Museum in a Suitcase”
Seeks to affect radical social change by deconstructing the cultural discourses and mechanisms that work to reproduce the social structure. Its main tools are based on critique, deconstruction and socio-political activism.
Published in Chapter: Making Identity Visible: The Case of the “Museum in a Suitcase”; From: Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements
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Chapter 18
Fostering Active Learning via Critical Pedagogies: Applying Reflective Research
An educational philosophy which questions the power, social hierarchies, and dominant ideologies.
Published in Chapter: Fostering Active Learning via Critical Pedagogies: Applying Reflective Research; From: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
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Chapter 2
Shifting Practices to Empower Teachers and Students: Putting the “Critical” in Language Awareness
An approach to teaching that centers students and their individual identities and experiences, specifically in order to examine power structures and inequities to challenge existing hegemony.
Published in Chapter: Shifting Practices to Empower Teachers and Students: Putting the “Critical” in Language Awareness; From: Cultivating Critical Discourse in the Classroom
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Chapter 6
Social Justice Experiential Education in Rural Fiji
Giroux (2010) defined critical pedagogy as an “Educational movement guided by both passion and principle to help students develop a consciousness of freedom, recognize authoritarian tendencies, empower the imagination, connect knowledge to truth and power, and to learn to read both the word and the world as part of a broader struggle for agency, justice, and democracy” (p. 335).
Published in Chapter: Social Justice Experiential Education in Rural Fiji; From: Integrating Social Justice Education in Teacher Preparation Programs
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Chapter 2
Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom
Critical pedagogy ( Duncan-Andrade & Morrell, 2008 ; Wink, 2005 ) considers the relationship between teaching and learning and the structures of power held within them. It is a philosophy of education and social movement that combines education and critical theory as described by Paulo Freire (1970) and others. It is a praxis-oriented educational movement guided by passion, principle and analysis to better understand the social context, ideologies and dominant myths of a given time in history.
Published in Chapter: Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom; From: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
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Chapter 6
Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program
Focuses on issues of power and social injustice through recognition of students’ and local communities’ knowledge and experiences, as well as collaboration to identify inequity and solidarity among teachers, learners, and community to take social action for greater justice.
Published in Chapter: Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program; From: Cases on Academic Program Redesign for Greater Racial and Social Justice
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Chapter 4
Heeding the Call of America's Youth: Teaching Pre-Service Teachers About Race and Young Adult Literature
An approach to teaching founded by Paulo Freire in his book Pedagogy of the Oppressed (1968) AU40: The in-text citation "Oppressed (1968)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. that sees teaching and learning as tied to issues of social justice and democracy and works to awaken students’ consciousness to create change in the world.
Published in Chapter: Heeding the Call of America's Youth: Teaching Pre-Service Teachers About Race and Young Adult Literature; From: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
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Chapter 5
Pedagogical Values in Online and Blended Learning Environments in Higher Education
Teaching and learning designed to enable learners, particularly members of oppressed or marginalized groups, to combat social injustice and prejudice.
Published in Chapter: Pedagogical Values in Online and Blended Learning Environments in Higher Education; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 8
Reinventing Critical Digital Literacy to Empower Student-Teachers in Cross-Cultural, Web-Based Learning Environments
A teaching approach inspired by critical theory, radical and other social movement philosophies that attempts to help learners to question and challenge beliefs and practices that promotes domination, segregation, and inequality among races, color, ethnicities, beliefs, political positions, and principles.
Published in Chapter: Reinventing Critical Digital Literacy to Empower Student-Teachers in Cross-Cultural, Web-Based Learning Environments; From: Handbook of Research on Cross-Cultural Online Learning in Higher Education
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Chapter 50
Communication and Media Theory
Focuses on political and economic issues of schooling such as the representation of texts and construction of subjective states of mind in the student; when applied to media education, it begins with an assessment of contemporary culture and the function of media within it.
Published in Chapter: Communication and Media Theory; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 9
Machitia: An Educator-Focused Liberation Platform for Education
A collective process that utilizes dialogical learning approaches which are critical of the underlying systems and structures of oppression, systemic in their inquiry into both theory and practice, participatory in involving communities in transformation, and creative in bringing into play cultural productions to re-read society.
Published in Chapter: Machitia: An Educator-Focused Liberation Platform for Education; From: Advancing Mobile Learning in Contemporary Educational Spaces
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Chapter 13
Achieving Praxis for TESOL Educators: A Reflective Self-Checklist to Support Culturally Sustaining Practices
A teaching philosophy to which interrogation of systemic inequities is central. Students are viewed as active civic members of society (rather than passive learners) who are agents in liberation.
Published in Chapter: Achieving Praxis for TESOL Educators: A Reflective Self-Checklist to Support Culturally Sustaining Practices; From: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
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Chapter 4
Formative Assessment in a Teacher Education Course: Supporting Teachers to Teach Critical Literacy to Young Children
an approach to education that foregrounds the relationship between students and teachers as one that is dialogic and that takes into account the intersections of knowledge, power and authority.
Published in Chapter: Formative Assessment in a Teacher Education Course: Supporting Teachers to Teach Critical Literacy to Young Children; From: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
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Chapter 4
Adopting Critical Culturally Responsive Online Pedagogy at Historically Black Colleges and Universities
An educational philosophy and approach that emphasizes the exploration of social inequalities, systems of oppression, and power dynamics within educational contexts.
Published in Chapter: Adopting Critical Culturally Responsive Online Pedagogy at Historically Black Colleges and Universities; From: Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning
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Chapter 1
Innovation, Critical Pedagogy, and Appreciative Feedback: A Model for Practitioners
With roots in critical theory, an approach to teaching that calls for the questioning of power and privilege in the learning environment.
Published in Chapter: Innovation, Critical Pedagogy, and Appreciative Feedback: A Model for Practitioners; From: Enhancing Learning Design for Innovative Teaching in Higher Education
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Chapter 6
Buddhist Detachment as a Conceptual Point of Entry into Teaching Sociopolitically-Located Multicultural Education Online
An educational approach that prioritizes student development of advanced critical thinking skills or “conscientization.” See Conscientization, below.
Published in Chapter: Buddhist Detachment as a Conceptual Point of Entry into Teaching Sociopolitically-Located Multicultural Education Online; From: Handbook of Research on Transformative Online Education and Liberation: Models for Social Equality
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Chapter 25
Critical Literacy and Technology: An Essential Intersection for Our Nation's Schools
The observation that teaching strategies are differentiated between income levels of various groups resulting in more powerful learning opportunities residing with upper income levels than lower income levels.
Published in Chapter: Critical Literacy and Technology: An Essential Intersection for Our Nation's Schools; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 13
Towards Critical Citizenship Education in Kenya
Teaching approach that helps students’ questions, and challenge ideas and power structures.
Published in Chapter: Towards Critical Citizenship Education in Kenya; From: Handbook of Research on Innovations in Non-Traditional Educational Practices
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Chapter 2
Young Adults' Civic Engagement in Community-Based Organizations
A pedagogy that questions power and systemic inequities through relationships with higher education institutions and the community.
Published in Chapter: Young Adults' Civic Engagement in Community-Based Organizations; From: Co-Constructing and Sustaining Service Learning in Graduate Programs: Reflections from the Field
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Chapter 14
Appreciative Assessment in Graphic Design Education Using UDL Strategies
With roots in critical theory, an approach to teaching that calls for the questioning of power and privilege in the learning environment.
Published in Chapter: Appreciative Assessment in Graphic Design Education Using UDL Strategies; From: Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation
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Chapter 1
From Praxis to Theory: Mentoring Programs for Underprivileged Students in India
Is an approach to education rooted in understanding the role of power and politics in society. It views education as part of a broader process of liberation from oppressive structures that cause social inequality, and encourages teachers to consider pedagogy a joint process of knowledge creation rather than a mere transfer of information to from teacher to student. It draws from social theorist Paulo Freire’s work, and has been developed in the United States by scholars such as Henry Giroux, Ira Shor, Peter McLaren, and Antonia Darder.
Published in Chapter: From Praxis to Theory: Mentoring Programs for Underprivileged Students in India; From: Creativity as Progressive Pedagogy: Examinations Into Culture, Performance, and Challenges
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Chapter 9
Challenging Fear and Hate: Caring and Compassion as Essential Components of a Critical Pedagogy School Curriculum
Educational experience that promotes critical consciousness in schools, which empowers students to question reality to become agents of social transformation.
Published in Chapter: Challenging Fear and Hate: Caring and Compassion as Essential Components of a Critical Pedagogy School Curriculum; From: Handbook of Research on Diversity and Social Justice in Higher Education
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Chapter 10
The Pathway of Critical Pedagogy in Tourism Education
Critical pedagogy is a movement that involves teaching and learning relationships so that students acquire self-awareness and social awareness and take appropriate measures against oppressive forces.
Published in Chapter: The Pathway of Critical Pedagogy in Tourism Education; From: Critical Social Challenges in the Tourism Industry: Labor, Commodification, and Drugs
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Chapter 2
Redesigning GE Language: Promoting Racial Consciousness in Beginning Spanish
Classroom practices that include critical approaches to social inequities and aim at social justice learning outcomes for students.
Published in Chapter: Redesigning GE Language: Promoting Racial Consciousness in Beginning Spanish; From: Cases on Academic Program Redesign for Greater Racial and Social Justice
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Chapter 21
Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy
Grounded in the work of Paulo Freire, this philosophy and social movement applies components of critical theory to education. Specifically, the term is encompassing of the belief that teaching and learning are inherently political acts which foster or impede social justice and democracy.
Published in Chapter: Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy; From: Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
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Chapter 7
Critical Pedagogy and Place: Indigenous Austronesian Seafaring, Communication, and Education in Oceania
A manner of teaching that encourages everyone involved in the learning process to examine structures of power and issues of social justice. Established initially by Paulo Freire, this theory of education is intended to foster the development of a critical consciousness or conscientização in Portuguese.
Published in Chapter: Critical Pedagogy and Place: Indigenous Austronesian Seafaring, Communication, and Education in Oceania; From: Learning and Reconciliation Through Indigenous Education in Oceania
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Chapter 3
Indigenous Knowledge Exclusion in Education Systems of Africans: Impact of Beingness and Becoming an African
Education practices that are informed by a need to transform and self-reflect for change and empowerment using the vast majority of struggling students due to the existing system to become the defining feature for change.
Published in Chapter: Indigenous Knowledge Exclusion in Education Systems of Africans: Impact of Beingness and Becoming an African; From: Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries
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Chapter 10
Fostering Change, Transforming Learning: Pedagogical Approaches to Carceral Education
Various approaches to teaching and learning that include an interrogation of power relations in the classroom and beyond, challenge oppressive power structures, and redistribute power among co-teachers/co-learners.
Published in Chapter: Fostering Change, Transforming Learning: Pedagogical Approaches to Carceral Education; From: Higher Education Accessibility Behind and Beyond Prison Walls
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Chapter 1
Engaging Counseling Students in Sustainable Advocacy
A philosophy of teaching, most often associated with Brazilian professor Paulo Frière (1970), that describes systems of education as inseparable from sociopolitical concerns and focuses on pedagogy as a means of critiquing existing structures of oppression (including educational systems) and empowering students who have socially marginalized identities ( Giroux, 2010 ).
Published in Chapter: Engaging Counseling Students in Sustainable Advocacy; From: Multifaceted Analysis of Sustainable Strategies and Tactics in Education
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Chapter 1
LGBTIQ+ Inclusive Education: A Path Towards Critical Thinking
Pedagogy that aims at making meaning of the world by questioning the status quo and understanding its origin, thus contributing to changing unfair situations.
Published in Chapter: LGBTIQ+ Inclusive Education: A Path Towards Critical Thinking; From: Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom
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