Some Conceptual Problems with Critical Pedagogy

Bibliographic Data

ID12008982
AuthorsSusan L Gabel (0000-0002-6750-740X, National College, corresponding author), Susan Gabel
Year2002
Volume32
Issue2
Pages177-201
Publication date2002-01-01
Open AccessNo
TypeARTICLE
VenueCurriculum Inquiry (JOURNAL)
Journal identifiersISSN: 0362-6784 • E-ISSN: 1467-873X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1111/1467-873x.00222
OpenAlexW2095696074
LanguageEN
Citations received30
References cited35

One of the scholarly debates of the last decade has been about the discourses of pedagogy and pedagogy’s function in society. As a result, pedagogy has been critically theorized, conceptualized, and analyzed, resulting in a body of work that adheres to the importance of understanding the human subject in pedagogy. Liberatory pedagogies, particularly critical pedagogies, are concerned with students who traditionally have been marginalized in school. Using a blend of autobiography and criticism, this article examines the case of an often marginalized group, disabled students, and asks whether they are present in the texts of critical pedagogies. The article concludes with a discussion of the tensions between inclusive theory and inclusive practice and, finally, suggests the constraints under which inclusive practices operate

Critical pedagogy · Critical theory · Criticism · Epistemology · Pedagogy · Political science · Social change · Social Pedagogy · Sociology · Subject (documents · Collaborative Teaching and Inclusion · Critical and Liberation Pedagogy · Teacher Education and Leadership Studies

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