Reinventing Critical Pedagogy

César Augusto Rossatto is Associate Professor and Director of the Sociocultural Foundations Division in the Department of Teacher Education at the University of Texas at El Paso. He is author of numerous publications including: Engaging Paulo Freire’s Pedagogy of Possibility: From Blind to Transformative Optimism (Rowman and Littlefield). He is founder of Paulo Freire SIG (Special Interest Group) at AERA (American Education Research Association). He is founder and chair of the First, Second, and Third International Conference on Education, Labor and Emancipation http://academics.utep.edu/confele. He teaches courses in critical pedagogy, multiculturalism, education for social justice, sociology of education. He is committed to dialectic and dialogical education and praxis for the liberation of disenfranchised groups. He is also well versed on organizational politics, international and urban education in the U.S. and Latin America. His main research interests are: globalization and neoliberalism in the U.S.-Mexican border region; Brazilian identity formation and social relations in United States, and their implications for schooling; the phenomena of fatalism and optimism in relation to social classes’ differences; the application of critical pedagogy; and the origins and effects of whiteness in Brazil and in the United States.Ricky Lee Allen is Assistant Professor of Educational Thought & Sociocultural Studies at the University of New Mexico (UNM). He received his Ph.D. in Education from UCLA, where he specialized in Urban Schooling. His areas of scholarly interest are sociology of education, critical studies of whiteness, critical race theory, and critical pedagogy. His scholarship focuses on the theoretical aspects of these areas, most specifically on the racial politics of critical educational and social thought. His most recent articles are “Whiteness and Critical Pedagogy” and “The Globalization of White Supremacy.” At UNM, he teaches Critical Race Theory; Paulo Freire Seminar; Whi

• Chapter 1 The Race Problem in the Critical Pedagogy CommunityChapter 2 Racism without Racists: ‘Killing Me Softly’ with Color BlindnessChapter 3 Violence, Discourse and Dixieland: A Critical Reflection of an Incident Involving Violence against Black YouthChapter 4 Latino Youths at the Crossroads of Sameness and Difference: Engaging Border Theory to Create Critical Epistemologies on Border IdentityChapter 5 Education as a State of Exception: Unraveling the Heart of the School-to-Prison PipelineChapter 6 Some Reflections on Critical Pedagogy in an Age of Global EmpireChapter 7 Youth Alienation in Everyday Life: The Promise of Critical PedagogyChapter 8 Is Religion Still the Opium of the People? Critical Pedagogy, Liberation Theology and the Commitment to Social TransformationChapter 9 On Language of Possibility: Revisiting Critical PedagogyChapter 10 Social Justice Requires a Revolution of Everyday LifeChapter 11 Mathematical Power: Exploring Critical Pedagogy in Mathematics and StatisticsChapter 12 Teaching Ecocide: Junk Science and the Myth of Premature Extinction in Environmental Science TextbooksChapter 13 Hooters Pedagogy: Gender in Late CapitalismChapter 14 The Matrix of Freirean Pedagogy, Time and Cultural LiteraciesChapter 15 Generating Hope, Creating Change, Searching for Community: Stories of Resistance against Globalization at the U.S./Mexico Border

In the tradition of Paulo Freire, critical pedagogy needs reinventing and this is exactly what Rossatto, Allen, and Pruyn have accomplished. This breakthrough collection of intellectuals and their work remind readers what drew them to critical pedagogy in the first place: its spirit of critical self-reflection. Critical pedagogy will never be the same again.