Enhanced descriptions from Syndetics:

Since its publication, The Critical Pedagogy Readerhas firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised second edition includes more fully developed section introductions, updated and expanded bibliographies, and up-to-date classroom questions. The book is arranged topically around such issues as class, racism, gender/sexuality, language and literacy, and classroom issues for ease of usage and navigation. In addition, two entirely new sections focused on teacher education and critical issues beyond the classroom provide readers with the all-important tools needed to put critical pedagogical theory into practice in their own classrooms. Carefully attentive to both theory and practice, this new edition remains the definitive source for teaching and learning about critical pedagogy.

Table of contents provided by Syndetics

• Acknowledgments (p. xi)
• Critical Pedagogy: An Introduction (p. 1)
• Part 1 Foundations of Critical Pedagogy (p. 21)
• Introduction to Part One (p. 23)
• 1 Critical Theory and Educational Practice (p. 27)
• 2 From Pedagogy of the Oppressed (p. 52)
• 3 Critical Pedagogy: A Look at the Major Concepts (p. 61)
• 4 In Search of a Critical Pedagogy (p. 84)
• Suggested Readings for Future Study (p. 97)
• Part 2 Education and Social Class (p. 101)
• Introduction to Part Two (p. 103)
• 5 Against Schooling: Education and Social Class (p. 106)
• 6 The Surveillance Curriculum: Risk Management and Social Control in the Neoliberal School (p. 123)
• 7 Confronting Class in the Classroom (p. 135)
• Suggested Readings for Future Study (p. 142)
• Part 3 Race and Education (p. 145)
• Introduction to Part Three (p. 147)
• 8 After Race: An Introduction (p. 150)
• 9 Toward a Critical Race Theory of Education (p. 167)
• 10 American Indian Geographies of Identity and Power: At the Crossroads of Indigena and Mestizaje (p. 183)
• Suggested Readings for Future Study (p. 209)
• Part 4 Gender, Sexuality, and Schooling (p. 211)
• Introduction to Part Four (p. 213)
• 11 Feminist Analysis of Gender and Schooling (p. 217)
• 12 Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire (p. 240)
• 13 The Tolerance that Dare Not Speak Its Name (p. 262)
• Suggested Readings for Future Study (p. 274)
• Part 5 Language, Literacy, and Pedagogy (p. 277)
• Introduction to Part Five (p. 279)
• 14 What is Critical Literacy? (p. 282)
• 15 Teaching How to Read the World and Change It: Critical Pedagogy in the Intermediate Grades (p. 305)
• 16 Language Diversity and Learning (p. 324)
• 17 Beyond the Methods Fetish: Toward a Humanizing Pedagogy (p. 338)
• Suggested Readings for Future Study (p. 356)
• Part 6 Critical Issues in the Classroom (p. 359)
• Introduction to Part Six (p. 361)
• 18 Beyond Accountability: Toward Schools that Create New People for a New Way of Life (p. 364)
• 19 Standardization, Defensive Teaching, and the Problems of Control (p. 384)
• 20 Writing, Identity, and the Other: Dare We Do Disability Studies? (p. 397)
• 21 Paulo Freire's Contributions to Radical Adult Education (p. 417)
• Suggested Readings for Future Study (p. 431)
• Part 7 Critical Pedagogy and Teacher Education (p. 433)
• Introduction to Part Seven (p. 435)
• 22 Teacher Education and Democratic Schooling (p. 438)
• 23 Fighting For Our Lives: Preparing Teachers to Teach African American Students (p. 460)
• 24 Bringing Bilingual Education Out of the Basement and Other Imperatives for Teacher Education (p. 469)
• Suggested Readings for Future Study (p. 483)
• Part 8 Issues Beyond the Classroom (p. 485)
• Introduction to Part Eight (p. 487)
• 25 Patriotism, Pedagogy, and Freedom: On the Educational Meanings of September 11 (p. 491)
• 26 Critical Media Literacy for the Twenty-First Century: Taking Our Entertainment Seriously (p. 501)
• 27 Towards Ecopedagogy: Weaving a Broad-based Pedagogy of Liberation for Animals, Nature, and the Oppressed People of the Earth (p. 522)
• 28 Folk Schools, Popular Education, and a Pedagogy of Community Action (p. 541)
• Suggested Readings for Future Study (p. 562)
• Epilogue (p. 565)
• Teaching as an Act of Love: Reflections on Paulo Freire and His Contributions to Our Lives and Our Work (p. 567)
• About the Editors (p. 579)
• Permissions (p. 581)
• Index (p. 585)

Author notes provided by Syndetics

Antonia Darder is Professor of Educational Policy Studies at the University of Illinois, Urbana-Champaign.

Marta P. Baltodano is Associate Professor of Education at Loyola Marymount University in Los Angeles.

Rodolfo D. Torres is Professor of Urban Planning at the University of California, Irvine.