Shirley R. Steinberg & Barry Down 
The SAGE Handbook of Critical Pedagogies [EPUB ebook] 

Volume 1
Introduction to the Handbook – Barry Down & Shirley R. Steinberg
Section 1: Reading Paulo Freire
Section 1 Introduction – Shirley R. Steinberg
Chapter 1: The Importance of the Act of Reading – Paulo Freire
Chapter 2: Linking My Word to the World – Lilia I. Bartolomé
Chapter 3: Freire Contra Freire: An Interplay in Three Acts – John Willinsky
Chapter 4: A Note on Free Association as Transference to Reading – Deborah Britzman
Chapter 5: Dialogic and Liberating Actions – Ramón Flecha
Chapter 6: In the Spirit of Freire – William H. Schubert
Chapter 7: Fake News and Other Conundrums in ′Reading the World′ at Empire′s End – David Geoffrey Smith
Chapter 8: Inspiring and Emboldening – Hermán S. García
Chapter 9: In Gratitude – Marcella Runell Hall
Chapter10: Of Word, World, and Being (Online) – Arlo Kempf
Chapter 11: The Critical Redneck Experience: ‘How can anybody know/How they got to be this way?’ – Paul L. Thomas
Chapter 12: On Learning to Claim Text – Christine E. Sleeter
Chapter 13: ‘I Am a Revolutionary!’ – William Ayers
Chapter 14: The Importance of Paulo Freire in Act of Reading – Luis Huerta-Charles
Chapter 15: Share and Sustain – D′Arcy Martin
Section 2: Social Theories
Section 2 Introduction – Paul Carr & Gina Thésée
Chapter 16: Critical Pedagogy and the Knowledge Wars of the Twenty-First Century – Joe L. Kincheloe
Chapter 17: The Frankfurt School and Education – Benjamin Frymer
Chapter 18: The Nomad, The Hybrid: Deconstructing the Notion of Subjectivity through Freire and Rumi – Soudeh Oladi
Chapter 19: The Reader, the Text, the Restraints: A Cultural History of the Art(s) of Reading – Philip M. Anderson
Chapter 20: Deleuzeguattarian Concepts for a Becoming Critical Pedagogy – Rodney Handelsman
Chapter 21: Spectres of Critical Pedagogy: Must We Die in Order to Survive? – Antonio Garcia
Chapter 22: Critical Pedagogy Beyond the Human – Nathan Snaza
Chapter 23: Intersecting Critical Pedagogies to Counter Coloniality – Cathryn Teasley & Alana Butler
Chapter 24: Locating Black Life within Colonial Modernity: Decolonial Notes – Marlon Simmons
Chapter 25: Critical Pedagogy and Difference – Peter Pericles Trifonas
Chapter 26: Critical Pedagogy Imperiled: As Neoliberalism, Marketization, and Audit Culture Become the Academy – Marc Spooner
Chapter 27: Critical Pedagogy: Negotiating the Nuances of Implementation – Jane Mc Lean
Chapter 28: Critical Pedagogies of Compassion – Michalinos Zembylas
Section 3: Key Figures in Critical Pedagogy
Section 3 Introduction – Gregory Martin
Chapter 29: Critical Pedagogues: Paulo Freire and the North American Context – James D. Kirylo
Chapter 30: Gramscian Critical Pedagogy – Robert F. Carley
Chapter 31: Still Teaching to Transgress: Reflecting with bell hooks – Stephanie Troutman
Chapter 32: Ivan Illich and Liberation Theology – Samuel D. Rocha & Martha Sañudo
Chapter 33: From South African Black Theology and Freire to teaching for resistance: The work of Basil Moore – Robert Hattam
Chapter 34: Critical Pedagogy in Spain Through Life and Literature: Jurjo Torres Santomé & Ramón Flecha – Gresilda Tilley-Lubbs
Chapter 35: Interviews with Marta Soler and Teresa Sordé Martí – Marta Soler & Teresa Sordé Martí
Chapter 36: In Conversation with Henry Giroux – Graham Jeffery & Diarmuid Mc Auliffe
Chapter 37: Interviews with Joe Kincheloe and Peter Mc Laren – Joe L. Kincheloe & Peter Mc Laren
Chapter 38: Influenced by Critical Pedagogy: Interviews with Critical Friends – Shirley R. Steinberg
Section 4: Global Perspectives
Section 4 Introduction – Cathryn Teasley
Chapter 39: From Theory to Practice: The Identikit and Purpose of Critical Pedagogy – Domenica Maviglia
Chapter 40: Reimagining the University as a Transit Place and Space: A Contribution to the Decolonialisation Debate – Colin Chasi & Ylva Rodny-Gumede
Chapter 41: When I Open My Alas: Developing a Transnational Mariposa Consciousness – Juan Ríos Vega
Chapter 42: Critical Pedagogy and the Acceptance of Refugees in Greece – Aristotelis Gkiolmas, Constantina Stefanidou, & Constantine Skordoulis
Chapter 43: Critical Pedagogy in Underserved Environments in India – Madhulika Sagaram
Chapter 44: (Dis)ruptive Glocality Through Teacher Exchange in a Chilean Context – Kenneth J. Fasching-Varner, Michaela P. Stone, & Marco Montalbetti Viñuela
Chapter 45: A Return to the Heart of Darkness in a Neoliberal and Neoimperialist World – Brian Dotts
Chapter 46: Teaching Global Affairs: Problem Posing Education and the Violence of Indifference – Kathalene Razzano
Chapter 47: Promoting Critical Consciousness in the Preparation of Teachers in Colombia – Jaime Usma, Oscar Peláezm Yuliana Palaciom, & Catalina Jaramillo
Chapter 48: Vietnamese Students and the Emerging Model Minority Myth in Germany – Nicholas D. Hartlep & Pipo Bui
Chapter 49: Revisiting Hurricane Katrina: Racist Violence and the Biopolitics of Disposability – Henry Giroux
Volume 2
Section 5: Indigenous Ways of Knowing
Section 5 Introduction – Four Arrows & R. Michael Fisher
Chapter 50: Indigenizing Conscientization and Critical Pedagogy: Integration Nature, Spirit and Fearlessness as Foundational Concepts – R. Michael Fisher & Four Arrows
Chapter 51: A Critical, Culturally Sustaining, Pedagogy of Whanau – Ann Milne
Chapter 52: Critical Indigenous Pedagogies of Resistance: The Call for Critical Indigenous Educators – Jeremy Garcia
Chapter 53: Ethical Relationality as a Pathway for Non-Indigenous Educators to Decolonize Curriculum and Instruction – Shashi Shergill & David Scott
Chapter 54: Flooded: Between Two Worlds – Jennifer M. Markides
Chapter 55: Dance and Children′s Cultural Identity: A Critical Perspective of the Embodiment of Place – Adrienne Sansom
Chapter 56: Indigenous Knowledges and Science Education: Complexities, Considerations, and Praxis – Renee Desmarchelier
Chapter 57: Navajo Sweat House Leadership: Acquiring Traditional Navajo Leadership for Restoring Identity in our Forgotten World – Perry R. James
Chapter 58: The Navigators′ Path: Journey Through Story and Ngakau Pedagogy – Rose Marsters
Section 6: Education and Praxis
Section 6 Introduction – Robert Hattam
Chapter 59: A Critical Pedagogy of Working Class Schooling: A Call to Activist Theory and Practice – John Smyth
Chapter 60: Critical Pedagogy as Research – Tricia M. Kress
Chapter 61: Poverty and Equality in Early Childhood Education – Concepción Sánchez-Blanco
Chapter 62: Critical Tourism Pedagogy: A Response to Oppressive Practices – Sandro Carnicelli-Filho & Karla Boluk
Chapter 63: Queer(ing) Cisgender Normativity: Reconsidering Critical Pedagogy Through a Genderqueer Lens – Dana Stachowiak & Leila Villaverde
Chapter 64: Culturally Responsive Schooling as a Form of Critical Pedagogies for Indigenous Youth and Tribal Nations – Angelina E. Castagno, Jessica A. Solyom, & Bryan Brayboy
Chapter 65: Feminist Critical Pedagogy – Haggith Gor Ziv
Chapter 66: Schooling, Milieu, Racism: Just another brick in the wall – Teresa Fowler
Chapter 67: An Existentialist Pedagogy of Humanization – Sheryl Lieb
Chapter 68: Vocational Education and Training in Schools and ′really useful knowledge′ – Barry Down
Section 7: Teaching and Learning
Section 7 Introduction – Barry Down
Chapter 69: Critical Pedagogy, Social Justice, and Contesting Definitions of Engagement in the Classroom – David Zyngier
Chapter 70: Anti-Muslim Racism Education: Insights from the UK – Khadija Mohammed, L. Mc Auliffe, & N. Riaz
Chapter 71: Pedagogy of Connectedness – Revital Zilonka
Chapter 72: Counternarratives: Culturally Responsive Pedagogy and Critical Caring in One Urban School – Gang Zhu & Zhengmei Peng
Chapter 73: Leveraging the Overlapping Intersections of Disability Studies and Critical Pedagogy – Phillip Boda
Chapter 74: An Agenda for a Plurilingual Reality of Superdiversity – Guofang Li & Pramod K. Sah
Chapter 75: Teaching Social Justice – Galia Zalmanson Levi
Chapter 76: Creating Global Learning Communities – Ramón Flecha & Silvia Molina
Section 8: Communities and Activism
Section 8 Introduction – Michael B. Mac Donald
Chapter 77: Moving from Individual Consciousness Raising to Critical Community Building Praxis – Silvia Cristina Bettez & Cristina Maria Dominguez
Chapter 78: Arab Spring as Critical Pedagogy: Activism in the Face of Death – Awad Ibrahim
Chapter 79: Schools as Learning Communities – Maria Padrós & Sandra Girbés-Peco
Chapter 80: Love Unconditionally: Educating People in the Midst of a Social Crisis – Elbert J. Hawkins III
Chapter 81: Afrocentric Pedagogies for Raising Consciousness – Shuntay Z. Tarver & Melanie M. Acosta
Chapter 82: Critical Pedagogy, Democratic Praxis and Adultism – Toby Rollo, J. Cynthia Mc Dermott, Richard Kahn and Fred Chapel
Chapter 83: Presence and Resilience as Resistance – Tanya Brown Merriman
Chapter 84: African American Mothers Theorizing Practice – April Yaisa Ruffin-Adams
Chapter 85: Deploying Critical Bricolage as Activism – Sherilyn Lennon
Chapter 86: Critical Community Education: The Case of Love Strings – Annette Coburn & David Wallace
Volume 3
Section 9 Communication and Media
Section 9 Introduction – Michael Hoechsmann
Chapter 87: Mediating the Curriculum with Critical Media Literacy – Jeff Share
Chapter 88: Empowerment and Participation in Media Education: A Critical Review – Michael Hoechsmann & Alfonso Gutiérrez Martín
Chapter 89: Dangerous Citizenship: Comics and Critical Pedagogy – Sabrina Boyer
Chapter 90: It′s Reel Critical: Media Literacy and Film-Based Pedagogies – Brian C. Johnson
Chapter 91: Critical Media Literacy – Tony Kashani
Chapter 92: Critical Pedagogy and Wikilearning – Juha Suoranta
Chapter 93: Diversity in Digital Humanities – Cherie Ann Turpin
Chapter 94: Missing Beats: Critical Media Literacy Pedagogy in Post-secondary Media Production Programs – Ki Wight
Chapter 95: A Shock to Thought: Curatorial Judgement and the Public Exhibition of ‘Difficult Knowledge’ – Roger I. Simon
Chapter 96: In a rape culture, can boys actually be boys? – Gerald Walton
Section 10: Arts and Aesthetics
Section 10 Introduction – Leila Villaverde & Roymieco Carter
Chapter 97: Critical Public Pedagogies of DYI – Gregory Martin
Chapter 98: Oasis – (Re)conecptualizing Galleries as Intentionally Pedagogical – Leila Villaverde & Roymieco Carter
Chapter 99: Poverty is Two Coins: Using Children′s Literature and Art to Explore Global Social Justice – Judith Dunkerly-Bean & Kristine Sunday
Chapter 100: Performance Pedagogy Using the Theater of Justice – I. Malik Saafir
Chapter 101: Thanks for Being Local: Cine Musicking as a Critical Pedagogy of Popular Music – Michael B. Mac Donald
Chapter 102: Critical Life Writing for Social Change – Claire Robson & Dennis Sumara
Chapter 103: Towards a Critical Arts Practice – Peter R. Wright
Chapter 104: Transformative Arts and Culture Praxis Circle – Mary Drinkwater
Chapter 105: Through a Rhizomatic Lens – Lalenja Harrington
Chapter 106: The Pedagogical Afterthought: Situating Socially-engaged Art as Critical Public Pedagogy – Christopher Lee Kennedy
Section 11: Critical Youth Studies
Section 11 Introduction – Shirley R. Steinberg
Chapter 107: Resisting Youth: From Occupy Through Black Lives Matter to the Trump Resistance – Douglas Kellner & Roslyn M. Satchel
Chapter 108: Where Does Critical Pedagogy Happen? Youth, Relational Pedagogy and the Interstitial Spaces of School – Andrew Hickey
Chapter 109: Lyrical Minded: Unveiling the Hidden Literacies of Youth through Performance Pedagogy – Priya Parmar
Chapter 110: They Laugh ′Cause They Assume I′m in Prison: Hip Hop Feminism as Critical Pedagogy – Dawn N. Hicks Tafari & Veronica A. Newton
Chapter 111: Youth, Agency and the Paradox of Trust – Tony Edwards & Kerry J. Renwick
Chapter 112: Excavating Intimacy, Privacy, and Consent as Youth in a Hostile World – Paul L. Thomas
Chapter 113: Art and Erotic Exploration as Critical Pedagogy with Youth – Nwachi Tafari
Chapter 114: Youth, Becoming-American, and Learning the Vietnam War – Mark Helmsing
Chapter 115: The Bully, the Bullied, and the Boss: The Power Triangle of Youth Suicide – Teresa J. Rishel
Chapter 116: Pedagogies of Trauma, Fear and Hope in Texts about 9/11 for Young People: From a Perspective of Distance – Jo Lampert & Kerry Mallan
Section 12: Science, Ecology and Wellbeing
Section 12 Introduction – Renee Desmarchelier
Chapter 117: Feminist Readings of Bodies in Technoscience – Stephanie Leo Hudson
Chapter 118: Computer Science Education and the Role of Critical Pedagogy in a Digital World – Joseph Carroll-Miranda
Chapter 119: Where the Fantastic Liberates the Mundane: Feminist Science Fiction and the Imagination – Sarah E. Colonna
Chapter 120: Conceptualizing Hip Hop as a Conduit toward Developing Science Geniuses – Edmund Adjapong
Chapter 121: The Crit-Trans Heuristic for Criticalizing STEM Education: Youth and Educators as Participants in the World – Jennifer D. Adams, Atasi Das, & Eun-Ji Amy Kim
Chapter 122: Who Hears My Cry? The Impact of Activism on the Mental Health of African American Women – Shawn Arango Ricks
Chapter 123: Fat Pedagogy and the Disruption of Weight-Based Oppression: Toward the Flourishing of All Bodies – Constance Russell
Chapter 124: Forwarding a Critical Environmental Pedagogy – Marissa Bellino
Chapter 125: An Ecological Pedagogy of Joy – Jodi Latremouille

Barry Down is Professor of Education at Murdoch University, Perth, Western Australia. He commenced his teaching career in secondary schools before joining Edith Cowan University, South West Campus as a lecturer in social studies education. During this time, he held a number of administrative positions as Head of School and Associate Dean. In 2003 he joined Murdoch University as a foundation staff member at the Rockingham regional campus. Shortly afterwards, he was appointed the City of Rockingham Chair in Education (2004-2013), the first such position funded by a local government in Australia. In this period, he worked on a number of Australian Research Council (ARC) Linkage Projects investigating issues of student dis/engagement, school-to-work transitions, early career teacher resilience and the performance arts. He has co-authored seven books (with long time collaborators John Smyth and Peter Mc Inerney) including Critically Engaged Learning: Connecting to Young Lives (2008); ‘Hanging in With Kids’ in Tough Times: Engagement in Contexts of Educational Disadvantage in the Relational School (2012); and The Socially Just School; Making space for youth to speak back (2014). His most recent book is entitled Rethinking school-to-work transitions: Young people have something to say (with John Smyth and Janean Robinson). His research interests focus on young people’s lives in the context of shifts in the global economy, poverty, class, school-to-work transitions and student dis/re/engagement.