Critical Social Theory and Transformative Knowledge

The Functions of Criticism in Quality Education

Bibliographic Data

ID5797810
AuthorsZeus Leonardo (0000-0002-7719-5462, The College of Education at California State University, Long Beach 1250 Bellflower Blvd. Long Beach, CA 90840-2201; His research interests include critical education and social theory with special attention to issues of race, class, and gender, corresponding author)
Year2004
Volume33
Issue6
Pages11-18
Publication date2004-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.3102/0013189x033006011
OpenAlexW2149769019
LanguageEN
Citations received47
References cited52

Critical social theory is a multidisciplinary knowledge base with the implicit goal of advancing the emancipatory function of knowledge. It approaches this goal by promoting the role of criticism in the search for quality education. Through critical social theory in education, quality is proportional to the depth of analysis that students have at their disposal. As a critical form of classroom discourse, critical social theory cultivates students' ability to critique institutional as well as conceptual dilemmas, particularly those that lead to domination or oppression. It also promotes a language of transcendence that complements a language of critique in order to forge alternative and less oppressive social arrangements. A critical social theory-based movement in education highlights the relationship between social systems and people, how they produce each other, and ultimately how critical social theory can contribute to the emancipation of both

Critical consciousness · Critical theory · Emancipation · Oppression · Social order · Social theory · Transformative learning · Critical and Liberation Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms

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