Open AccessJournal Article
Reinventing Critical Pedagogy: Widening the Circle of Anti-Oppression Education.
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This article is published in Rowman & Littlefield Education.The article was published on 2006-11-01 and is currently open access. It has received 55 citations till now. The article focuses on the topics: Oppression & Social change.read more
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QuantCrit: rectifying quantitative methods through critical race theory
TL;DR: Critical race theory (CRT) as discussed by the authors examines and transforms the relationship that undergirds race, racism, and power in education centers, examines and examines, and seeks to transform the relationship.
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Making the invisible visible: advancing quantitative methods in higher education using critical race theory and intersectionality
TL;DR: This article examined achievement gaps at a large public university in the American southwest from 2000 to 2015 using white, high-income women as their role models and applied critical race theory and intersectionality to examine achievement gaps.
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Coincidence or conspiracy? Whiteness, policy and the persistence of the Black/White achievement gap
TL;DR: This paper argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSM), while the media increasingly present Whites as race victims, recentring the interests of white people in popular discourse, while Government announcements create a false image of dramatic improvements in minority achievement through a form of 'gap talk' that disguises the deep-seated and persistent nature of race inequality.
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Politics of Critical Pedagogy and New Social Movements
TL;DR: In this paper, the authors identify main projects of critical pedagogy, and explore overarching politics that underlie the field of critical education, and identify three overarching projects, which they call the project of exper...
Journal Article
Does Critical Pedagogy Work with Privileged Students
TL;DR: In this paper, a teacher education social foundations course at a large public university in Los Angeles is described, where the syllabus is based almost exclusively on critical pedagogy readings.