Critical Pedagogy and Race argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society.
* A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators.
* Builds a stronger engagement of race-based analysis in the field of critical pedagogy.
* Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives.
* Includes historical studies, and social justice ideas on activism in education.
* Questions popular concepts, such as white privilege, color-blind perspectives, and race-neutral pedagogies.
Table des matières
Editorial (Michael A. Peters).
Foreword (Zeus Leonardo).
Introduction–‘Racism’ and ‘New
Racism’: The contours of racial dynamics in contemporary
America (Eduardo Bonna-Silva).
1. The Color of Supremacy: Beyond the discourse of ‘white
privilege’ (Zeus Leonardo).
2. Whiteness and Critical Pedagogy (Ricky Lee Allen).
3. Maintaining Social Justice Hopes within Academic Realities: A
Freirean approach to critical race/Lat Crit pedagogy (Daniel G.
Solorzano and Tara J. Rosso).
4. The Social Construction of Difference and the Quest for
Educational Equality (James A. Banks).
5. Anti-racism: From policy to praxis (David Gillborn).
6. Critical Race Theory, Afrocentricity, and their Relationship
to Critical Pedagogy (Marvin Lynn).
7. Class Dismissed? Historical materialism and the politics of
‘difference’ (Valerie Scatamburlo-D’Annibale and
Peter Mc Laren).
8. Actions Following Words: Critical race theory connects to
critical pedagogy (Laurence Parker and David O. Stovall).
9. Race, Class, and Gender in Education Research: Surveying the
political terrain (Michele Foster).
10. An Apartheid of Knowledge in Academia: The struggle over the
‘legitimate’ knowledge of faculty of color (Delores
Delgado Bernal and Octavio Villalpando).
11 Postcolonial Literature and the Curricular Imagination:
Wilson Harris and the pedagogical implications of the carnivalesque
(Cameron Mc Carthy and Greg Dimitriadis).
Notes on Contributors.
Index.
A propos de l’auteur
Zeus Leonardo is Visiting Associate Professor at University
of California, Berkley. He was previously Associate Professor in
the College of Education at California State University, Long Beach
and Visiting Professor and Acting Director of the Center for
Multicultural Education at University of Washington, Seattle. His
previous publications include Charting New Terrains of
Chicano(a)/Latino(a) Education (2000) and Ideology,
Discourse, and School Reform (2003).
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