Engaging Critical Pedagogy in Education

Fida Sanjakdar is Associate Professor of Critical Curriculum and Pedagogical Studies in the Faculty of Education at Monash University, Australia.Michael W. Apple is John Bascom Professor Emeritus of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, US, and the Madison and Distinguished Professorial Fellow at the University of Manchester, UK. He is also an elected member of the American Academy of Arts & Sciences.

• Introduction - Critical Pedagogy in Education: A theory in search of praxis PART 1: Global Assemblages of Critical Pedagogy: Knowledge, Power and Education 1. New Culture Wars: Weaponizing Public Education in the Service of Rightwing Politics 2. Interrogating ‘desire’ in teaching English for social justice and inclusion in Hong Kong schools 3. Nomadic pedagogies and possibilities for precarious times: Taking a stance against conformity in Australian Initial Teacher Education 4. Reviving a Pedagogy of Knowledge: Decoloniality Content Analysis of Media Expectations for Banned Antiracist Books 5. Race, class, and interculturality: insights from qualitative longitudinal research PART 2: Local and Contemporary Praxis of Critical Pedagogy: Learning as Engagement 6. From Master Narratives to Black Unicorns: Gifted Black Girls in STEM 7. Know better, do better: Moving beyond a whitewashed environmental education towards a praxis of critical environmental education using critical pedagogy 8. Out of the Closet, Into the Classroom: Sexuality and Visual Critical Pedagogy in Academic Spaces 9. Educating Agonistic Hope for the Practice of Radical Democracy: An Experience in Physical Education Teaching Education 10. Teaching Ethical Understanding in the Australian Curriculum: Opportunities to promote critical pedagogies in the classroom 11. Criticality and Tiktok: Towards Curricular Engagement in the Philippines 12. Building a ‘thick democracy’: The experience of Adolfina Diefenthaler school in Southern Brazil 13. Caged Birds Singing: Interrogating Music Education and Critical Pedagogy