Author
Peter McLaren
Other affiliations: University of Auckland, University of California, Northeast Normal University ...read more
Bio: Peter McLaren is an academic researcher from Chapman University. The author has contributed to research in topics: Critical pedagogy & Capitalism. The author has an hindex of 58, co-authored 349 publications receiving 21416 citations. Previous affiliations of Peter McLaren include University of Auckland & University of California.
Papers published on a yearly basis
Papers
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01 Jan 2011
TL;DR: Critical theory retains its ability to disrupt and hallenge the status quo, and elicits highly charged emotions of all types as discussed by the authors, such as fierce loyalty from its roponents, vehement hostility from its detractors.
Abstract: Some 70 years after its development in Frankfurt, Germany, critical theory retains its ability to disrupt and hallenge the status quo. In the process, it elicits highlycharged emotions of all types—fierce loyalty from its roponents, vehement hostility from its detractors. Such vibrantly polar reactions indicate at the very least that critical theory still matters. We can be against critical theory or for it, but, especially at the present historical uncture, we cannot be without it.
2,871 citations
Book•
01 Jan 1989
TL;DR: In this article, critical pedagogy and the social construction of knowledge are discussed in the context of the 1970s and '80s, with a focus on race, class, and gender.
Abstract: I. REFLECTIONS ON LIFE IN SCHOOLS: FORGING A NEW BEGINNING IN AN AGE OF POLITICAL DECEIT AND IMPERIAL GRANDEUR. Introduction. The Retreat of Democracy. The Corporate Assault on Education. Bringing Theory into the Streets. II. CRIES FROM THE CORRIDOR: TEACHING IN THE SUBURBAN GHETTO. Introduction. The Corridor Kids. 1. The Frontiers of Despair. Epilogue. 2. The Invisible Epidemic. Epilogue. 3. "The Suburbs Was Supposed to Be a Nice Place..." Summer Vacation. Afterword. III. CRITICAL PEDAGOGY: AN OVERVIEW. Critical Pedagogy and the Egalitarian Dream. 4. The Emergence of Critical Pedagogy. Foundational Principles. 5. Critical Pedagogy: A Look at the Major Concepts. The Importance of Theory. Critical Pedagogy and the Social Construction of Knowledge. Critical Pedagogy and the Power/Knowledge Relation. Critical Pedagogy and the Curriculum. Social Reproduction: A Critical Perspective. Questions for Discussion. IV. ANALYSIS. 6. Race, Class, and Gender: Why Students Fail. The Black Underclass: Racial Stratifi cation and the Politics of Culture. Resistance and the Reproduction of Class Relations. Bein' Tough: Bein' Female. Psychologizing Student Failure. 7. New and Old Myths in Education. Technologizing Learning. Neoconservatism and the Myth of Democratic Schooling. 8. Teachers and Students. The Primacy of Student Experience. The Primacy of Voice. Beyond Conversations with the "Other." 9. Conclusion to Parts Three and Four. The Teacher as Social and Moral Agent. V. LOOKING BACK, LOOKING FORWARD.
2,385 citations
Book•
01 Jan 1988
TL;DR: McL McLaren as discussed by the authors proposed a new socology of curriculum for social education in the classroom, focusing on the dynamics of the Hidden Curriculum overcoming behavioral and humanistic objectives.
Abstract: Foreword by Peter McLaren Editor's Introduction Introduction Rethinking the Language of Schooling Rethinking the Language of Schooling Toward a New Sociology of Curriculum Social Education in the Classroom: The Dynamics of the Hidden Curriculum Overcoming Behavioral and Humanistic Objectives Literacy, Writing, and the Politics of Voice Writing and Critical Thinking in the Social Studies Mass Culture and the Rise of the New Illiteracy: Implications for Reading Critical Pedagogy, Cultural Politics, and the Discourse of Experience Culture, Power, and Transformation in the Work of Paulo Freire: Toward a Politics of Education Teaching, Intellectual Work, and Education as Cultural Politics Teachers as Transformative Intellectuals Curriculum Study and Cultural Politics The Need for Cultural Studies Teacher Education and the Politics of Democratic Reform Toward a Language of Critique and Possibility Crisis and Possibilities in Education Reproducing Reproduction: The Politics of Tracking Antonio Gramsci Solidarity, Ethics, and Possibility in Critical Education Index
1,589 citations
Book•
01 Nov 2002
TL;DR: Paulo Freire's Critical Pedagogy and State Welfare: Intellectual Encounters with Freire and Gramsci, 1974-1986, Peter Leonard and Peter Leonard.
Abstract: Foreword Paulo Freire - translated by Donaldo Macedo Preface Cornel West Editor's Introduction Paulo Freire: A Critical Encounter, Peter McLaren and Peter Leonard 1. Education is Politics: Paulo Freire's Critical Pedagogy, Ira Shor 2. Paulo Freire's Radical Democratic Humanism, Stanley Aronowitz 3 and 4. Encounters at the Margins: Paulo Freire and US and Brasilian Debates on Education, Tomaz da Silva and Peter McLaren 5. Functional Literacy From a Freirean Point of View, Colin Lankshear 6. From the "Pedagogy of the Oppressed " to "A Luta Continua": The Political Pedagogy of Paulo Freire, Carlos Alberto Torres 7. Speaking about Paulo Freire, the Man and his Work, Bell Hooks 8. Critical Pedagogy and State Welfare: Intellectual Encounters with Freire and Gramsci, 1974-1986, Peter Leonard 9. A Dialogue with paulo Freire, Paulo Freire and Donalda Macedo 10. Paulo Freire and the Politics of Postcolonialism
764 citations
01 Jan 2002
TL;DR: In this article, the authors of the critical pedagogy a look at the major concepts by peter, it is totally simple then, in the past currently we extend the member to purchase and make bargains to download and install critical pedagateogy, as a result simple!
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645 citations
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TL;DR: In this article, the authors propose a culturally relevant theory of education for African-American students in the context of collaborative and reflexive pedagogical research, and explore the intersection of culture and teaching that relies solely on microanalytic or macro-analytic perspectives.
Abstract: In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
5,427 citations
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.
4,931 citations
TL;DR: The authors conceptualized community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital, shifting the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focusing on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged.
Abstract: This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.
4,897 citations
01 Jan 2011
TL;DR: Critical theory retains its ability to disrupt and hallenge the status quo, and elicits highly charged emotions of all types as discussed by the authors, such as fierce loyalty from its roponents, vehement hostility from its detractors.
Abstract: Some 70 years after its development in Frankfurt, Germany, critical theory retains its ability to disrupt and hallenge the status quo. In the process, it elicits highlycharged emotions of all types—fierce loyalty from its roponents, vehement hostility from its detractors. Such vibrantly polar reactions indicate at the very least that critical theory still matters. We can be against critical theory or for it, but, especially at the present historical uncture, we cannot be without it.
2,871 citations