The Palgrave Handbook on Critical Theories of Education

Foreword: White Supremacy, White Philosophy, and Rewriting of History
References
Contents
Notes on Contributors
List of Figures
List of Tables
Part I General Critical Theoretical Perspectives and Philosophies of Education
1 Critical Theories of Education: An Introduction
Five Groundings of Critical Theories of Education
Summaries of the Chapters
Part I: General Critical Theoretical Perspectives and Philosophies of Education
Part II: Critical Race Theories of Education
Part III: Critical International/Global Citizenship Education
Part IV: Critical Pedagogy/Critical Literacy Studies in Education
Part V: Critical Media/information Studies and Education
Part VI: Critical Community-Engaged Learning/Research
Part VII: Critical Perspectives on Science and Mathematics Education
Part VIII: Critical Gender/Feminist Studies in Education
Part IX: Critical Indigenous and Southern Epistemologies of Education
Conclusion
References
2 Critical Theory and the Transformation of Education in the New Millennium
Critical Theory, Critique, and the Search for the Good Life
Public Education, Democracy, and Pedagogies of the Oppressed
Changing Life Conditions, Subjectivities, and Identities
Expanding Technologies/Multiple Critical Literacies
Toward a Radical Reconstruction and Democratization of Education
References
3 The Philosophy and Politics of Educating Emotions
Introduction
The Psychology of Emotions in Education
The Philosophy of Character: Virtue Ethics
The Politics of Educating Emotions
Summary and Conclusion
References
4 African Philosophies of Education: Colonialist Deconstructions and Critical Anticolonial Reconstructionist Possibilities
Introduction
Colonialist Deconstructions of African Philosophies and Philosophies of Education
African Philosophies of Education: Critical Reconstructionist Analyses and Possibilities
Conclusion
References
Part II Critical Race Theories of Education
5 Educating for Critical Race and Anti-Colonial Intersections
Introduction
In Theory…Racializing Whiteness
The Difference Indigeneities Make
Conclusion
References
6 Critical Social Foundations of Education: Advancing Human Rights and Transformative Justice Education in Teacher Preparation
Introduction
Courses in Teacher Education Programs
Why Critical Social Foundations of Education?
Development of Critical Thinking Skills?
Conclusion
References
7 Students with Disabilities in British Columbia’s (Canada) K to 12 Education System: A Critical Disability and Intersectional Perspective
Introduction
Intersectionality Framing
B.C. School Act
B.C. Ministry of Education Special Needs Education Policy
Challenges Facing Students with Disabilities and their Families
Conclusion
References
Part III Critical International/Global Citizenship Education
8 Contesting Canadian Exceptionalism in the Internationalization of Higher Education: A Critical Perspective
Rationales of Internationalization
Internationalization of the Curriculum
The Identity Crisis of Internationalization
The Canadian Context
Multiple Understandings of Internationalization
Internationalization, Revenue Generation, and Branding
Little Internationalization of the Curriculum
Difficulty in Developing Friendships with Local Students
Racism and Racial Discrimination
Conclusion
References
9 Global Citizenship Education for Critical Consciousness: Emancipatory Potentials and Entrenched Realities in South Korea
Introduction
Particularities and Varieties of GCE
Criticism of GCE
Critical GCE in Freirean Thought
GCE in Korea
Participants, Data Collection, and Analysis
Potentials and Constraints of GCE in Korean Schools
Emancipatory potentials of GCE
“Empirical Realities” Entrenched within the Educational System
Why We Need Emancipatory Conceptions of GCE
References
10 Diversifying Schools with Global and Indigenous Knowledge: Inclusion of Internationally Educated Teachers (IETs) in Schools and Teacher Education Programs
Introduction
Mapping the Field of IETs
Decolonizing Critical Pedagogy
Epistemic Decolonization
Diversifying Teaching Force
Conclusion
References
11 Rebuilding the Connection Between Politics and Practices of Democratic Education in China: Critical Reflections
Repositioning Democratic Education in China
The Avoidance of Politics in Democratic Education
Historical Reasons and the Conventional Thinking
The Lack of Comprehension on Democracy
History and Features of Chinese Democracy
The Main Mechanism of Chinese Democracy
Enriching the Connotation of Chinese Democracy with Chinese Culture
Digging into the Root, Rebuilding the Connections
Conclusion
References
12 Teaching Social Justice Amidst Violence: Youth and Enacted Curricula in Canada, Bangladesh, and México
Theoretical Framework: Dimensions of Systemic Violence and Just Peace (in) Education
Research Design and Methodology
Contexts: Living with Violence
Young People’s Perspectives and Peacebuilding-Relevant Education in Their Schools
Cross-Case Discussion
References
Part IV Critical Pedagogy/Critical Literacy Studies in Education
13 The Indigenous Imaginary and Tertiary Institutions
Australian Indigenous Developments
The University of Sydney
Indigenous Ways of Knowing at the University of Sydney
Engagements with Aboriginal Communities at the University of Sydney
Moving Forward
Closing
References
14 Critical Education, Social Democratic Education, Revolutionary Marxist Education
Creeping Fascism: Critical, Socialist and Marxist Education and Educators Under Attack
Three Types of Socialist Education, Three Types of Critical Education
Centrist’ Social Democrats and Left Social Democrats/Democratic Socialists and Education
Five Aspects of Marxist Education
The Questions Marxist Educators Ask
(i) Curriculum and Assessment
(ii) Pedagogy
(iii) Organizational Culture Within the School/University/Institution
(iv) Organization of Students and of the Education System Itself
(v) Ownership, Control and Management of Schools/Colleges/Universities
What Is Specifically Marxist About These Policy Proposals?
The Task and Role of Marxist Educators
Conclusion
References
15 Critical Perspectives for Educational Leadership and Policy in Higher Education
Locating Ourselves Within Educational Institutions
Unveiling the University Administration
Connecting Managerialist Logics to Neoliberal Ideologies in Higher Education
The Nature of Power Relations in Administrative Practice
Indigenous Refusal
Teaching Policy as Resistance
Conclusion
References
16 Critical Pedagogy in Language and STEM Education: Science, Technology, Engineering, and Mathematics Education
Introduction
STEM Subjects, Linguistic Rights, and the Art-Science Divide
Critical Pedagogy Through Cross-Cultural Virtual Exchange
Arts Activities to Increase Inclusivity, Collegiality, and Collaboration
Theory of Inquiry to Rethink STEM and Arts Subjects in Curricula
Reimagining the Value of Languages and Knowledge Through Arts
Conclusion
References
17 Ecopedagogy: Critical Environmental Pedagogies to Disrupt Falsely Touted Sustainable Development
Introduction
Ecopedagogy
Differing from Other Environmental Pedagogies
Planetary Widening
d/Development
Globalizations: Decoloniality or Neocoloniality
Epistemological (Re)reading and (Un)learning
Economics: Justice and Sustainability, Versus Neoliberalism
Citizenships: Local-to-Planetary
Post-Truthism
Conclusion
References
Part V Critical Media/Information Studies and Education
18 Postdigital Critical Pedagogy
Introduction: Living in the World of Combined Crises
Critical Pedagogy in the Postdigital Condition
The Biodigital Challenge of Critical Pedagogy
Postdigital Convergences
Toward a Meta-Convergence
Postdigital Crises
Time to Join the Great Convergence
Hedgefox Critical Pedagogy
References
19 Contemporary Critical Library and Information Studies: Ethos and Ethics
Introduction
Background and Context
Intellectual Freedom
Contemporary Activity
Knowledge Organization
AI and Ethics
Conclusion and Future Study
References
20 Critical Methodologies and an Art-Based Method of Research in Higher Education Institutions
Introduction
Methodology and Method
A Case Study
The Photovoice Methodology
Feminist Epistemologies
Critical Consciousness and Participatory Theories
The Photovoice Process
The Power of Photography
Documentary Photography
The Photography Exhibition
Critical Methodology
Conclusion
References
21 Rise of a “Managerial Demiurge”: Critical Analysis of the Digitalization of Education
Introduction
The Myth of the Digitalization of Education: Managerial Demiurge at Work
Policy Document as Manifestations of Instrumental Rationality
Closing the Discourse Universe
Operationalizing and Legitimizing the Future Through Exercising Power and Violence
Digitalization Policy Documents as Sources of Alienation
Conclusion
References
Part VI Critical Community-Engaged Learning/Research
22 Critical Comprehensive Peace Education: Finding a Pedagogical Nexus for Personal, Structural, and Cultural Change
Peace Education: A Field in and of Praxis
A Brief History of Peace Education Developments
Historical Reflections
Political & Contextual Patterns
Pedagogical Pathways to Human Agency
Conclusion
References
23 Showing Up for the Rat Race: Beyond Human Capital Models of Higher Education
Introduction
Part 1: Problems with Neoliberal Human Capital Models of Higher Education
Neoliberalism and Its Effects on the Public Sphere and Democracy
The Problem of Pressure and Burnout
The Problems of Job Scarcity and Quality
The Problem of Value and the Imperative to Rethink Work
Part 2: Alternatives to Neoliberal Human Capital Thinking
Paid Work vs. Community-Engaged Learning and Unpaid Work
The Aspiration for Socially Valuable Work
Higher Education and the Capabilities Approach
The Capabilities Approach in Education
Concluding Comments
References
24 The Challenges of Doing Radical Pedagogy in Social Movements in South Africa
Introduction
Critical Concepts that Will Guide the Study
Connecting Radical Pedagogy with IKS and Decolonial Theory
Research Design and Methodology
Presentation of Findings
The Victoria Mxenge (VM) Project
The Treatment Action Campaign (TAC)
The Project for the Study of Alternative Education in South Africa (PRAESA)
Challenges with Radical Pedagogy in the 3 Case Studies
Connection to IKS
Challenges to the State
Exclusionary Practices
Conclusion
References
Part VII Critical Perspectives on Science and Mathematics Education
25 Decolonizing Science Education in Africa: Curriculum and Pedagogy
Introduction
Background
Curriculum and Pedagogy in Kenyan Classrooms
Learning from Ongoing Research
Inspiration
Conclusion and Ontological Position
References
26 Indigenous Epistemologies and Decolonized Sustainable Livelihoods in Africa
Introduction
What is Epistemology?
African Indigenous Epistemologies and Science
African Epistemologies and Sustainable Livelihoods
African Indigenous Knowledges and Security
Eurocentric Epistemological Foundations in Higher Education in Africa
Indigenous Peoples’ Survival Under COVID-19 and Research
Conclusion
References
27 Centering Race, Racism, and Black Learners in Mathematics Education: A Critical Race Theory Perspective
Introduction
Critical Race Theory in Mathematics Education
A Critical Race Analysis of Mathematics Education
The Impact of Educational Laws and Policies on Mathematics Education
Racialized Legal, Educational, and Mathematical Developments in the Nineteenth Century
Pre and Post Brown Mathematics Education Developments
Federal Legislation, Standards, Standardized Tests, and Racialized Achievement Gaps
A Critical Race Analysis of Mathematics Curriculum, Pedagogy, and Courses
The Liberatory Paradigm in Mathematics Education
References
28 Mobility of Syrian–Canadian Students and Continuity of Math Education: A Comparative Curriculum Mapping Approach
Introduction
Overview of the Curricula
The Province of Ontario
The Context in Syria
Curriculum Mapping
First Results
The Syrian Curriculum
Analyses of the Differences and Similarities
Grade Expectations and Extent of Learning for Each Grade Level
Strands and Organization of Topics
Pedagogical Considerations
Dissemination of the Results
Reflections Based on Teacher Candidates’ Feedback
Organization of the Sessions
Effects of Training Sessions on Teacher Candidates
Effect of Training Sessions on Parents
Collaboration Between Schools and Parents Based on Reciprocal Understanding
References
Part VIII Critical Gender/Feminist Studies in Education
29 Transforming Sub-Saharan African Universities—Transnational Collaborations at the Intersections of Gender as a Viable Pathway?
Introduction
Context
Review of Literature
Transforming the African Academy: Gender as Subject and as a Constitutive Category
Exploring Transnational Collaborations at the Intersections of Gender: A Viable Pathway to Transforming the African Academy
Conclusion
References
30 Revisiting Francophone Sub-Saharan Africa’s Eurocentric Education System Through a Decolonial Feminist’s Lens
Introduction
The Colonial Education System and the Marginalization of Women in Francophone Sub-Saharan Africa
Colonial Gender Education in Francophone Sub-Saharan Africa
Indigenous Education and Gender in Sub-Saharan Africa
Decolonizing Education in Francophone Sub-Saharan Africa
Conclusion
References
Part IX Critical Indigenous and Southern Epistemologies of Education
31 Critical Theory as Lived Meaning: Exploring Anti-Racist Practice in Post-Secondary Education
Reflecting
Introduction
Seeking
Saying
Doing
Being
References
32 Critical Adult Education in the (Neo)colonies: Racial/Colonial Capitalist and Social Movement Ontologies of Land
Introduction
Racial/Colonial Capitalist Ontologies of Land: Discovery and Property
Racial/Colonial Capitalist Ontologies of Land: Post Independence Development and Neocolonialism
Learning from Indigenous-Peasant Ontologies of Land and Social Movement Activism in the (Neo)colonies
References
33 Doing Southern Theory: Shinto, Self-Negation, and Comparative Education
Introducing and Doing Southern Theory
Ecofeminist and Decolonial Turns
Shinto’s Decolonial Potentials
Politics of Shinto
Salvaging Shinto
Conclusion with Self-Negation
References
Index