Tag Archives: Critical pedagogy

CFP: Critical Theories for the 21st Century

Posted on June 5, 2015 by | Comments Off on CFP: Critical Theories for the 21st Century

Critical Education is proud to be the sponsor journal for Critical Theories in the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:


West Chester University
700 South High St, West Chester, PA 19383

2015 THEME:
CRITICAL PEDAGOGY VS. CAPITAL:
REIGNITING THE CONVERSATION

Sponsored by:
Educational Foundations
The Department of Professional and Secondary Education
West Chester University of Pennsylvania

Closing Conference Keynote (November 7th):
Dave Hill

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Some examples of possible topics include:

  • Marxism
  • Post-structuralism/post-modernism
  • Anarchism
  • Challenging the unholy trinity of state, capital, and religion
  • Class and the capital-labor dialectic
  • Identity and economics
  • Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
  • Reform versus revolution
  • Socialism, communism, & democracy
  • Affect theory and the new materialisms
  • The knowledge economy, post-Fordism, and “cognitive capitalism”
  • Critical geography

While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.

While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.

Please submit abstract proposals (500-1000 words) to:
Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015
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New issue of Critical Education: Pedagogy and Privilege: The Challenges and Possibilities of Teaching Critically About Racism

Posted on January 14, 2013 by | Comments Off on New issue of Critical Education: Pedagogy and Privilege: The Challenges and Possibilities of Teaching Critically About Racism

Critical Education
Vol 4, No 1 (2013)
Table of Contents
http://ojs.library.ubc.ca/index.php/criticaled/issue/view/182400

Articles
——–
Pedagogy and Privilege: The Challenges and Possibilities of Teaching
Critically About Racism
Ken Montgomery

Abstract
This reflective paper examines both the challenges and possibilities of drawing teacher education candidates into critical examination of cultural, structural, historical, and discursive dimensions of racism in the North American context. It considers the importance of fostering both a critical consciousness and humility amongst undergraduate education students as part of the process of preparing them to read and act upon schools and societies in ethically and politically responsible ways. It delineates some of the challenges in attempting to do this and offers up for discussion a few practical strategies for teaching against, through, and about the resistance and denials which often accompany efforts to teach critically about racism in university settings.

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CFP: Critical Theories in the 21st Century

Posted on August 3, 2012 by | Comments Off on CFP: Critical Theories in the 21st Century

Call For Proposals
Critical Theories in the 21st Century

Due to the success of last years’ inaugural event, we are very excited about the upcoming Critical Theories in the Twenty-First Century conference at West Chester University. Due to the deepening crisis of global capital and the anti-capitalist movement in embryo (since last November), this year we added a special theme: Critical Education Against Capitalism. As many reactions to the ravages of capital are reformist in nature, failing to identify and target the true causes (i.e. private property as a complex historical process) of exploitation, injustices, war, educational expansion as well as educational budget cuts, ideological indoctrination, and so on, especially in critical pedagogy, this discussion targeting the root capitalist cause of life at the present moment is particularly relevant and needed.

Consequently, whereas last year “the call for proposals” was “general enough to be inclusive of many critical approaches to transformative or revolutionary pedagogies and theory,” this year we ask the critical pedagogy community to present their works in a way that demonstrates how it contributes to achieving a post-capitalist society. As such, we can suggest a few relevant themes for proposals: Marxist educational theory, Anarchist pedagogies, austerity/educational budget cuts, ignoring poverty, racialization and hegemony, (anti)settler-colonialism/imperialism, indigenous critical theory/autonomous governance, anti-capitalist eco-pedagogy, atheism and education, queer theory against capital, etc.

While this conference will include important presentations and debates between key figures in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders (as was done in 2011). While this inclusivity is obviously designed to challenge traditional distributions of social power in capitalist societies, it will not be done romantically where participants’ internalized hegemonies are not challenged. Put another way, while students will be included as having something valuable to contribute, they will both be subjected to the same scrutiny as established academics, as well as invited to share their own critiques. All participants will therefore be included in the discussions of why and how to achieve a post-capitalist society.

when:

November 16th and 17th 2012

duration:

Friday evening and all day Saturday

where:

West Chester University, West Chester, PA

purpose:

To contribute to the wide and deep network of critical educators throughout the world working with students and workers building a vast coalition of critical thinkers who know that a meaningful life after capitalism is possible.

More info here.

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New issue of Critical Education: La Batalla Continua: Latina/o Educators Democratizing Educational Practices

Posted on November 18, 2011 by | Comments Off on New issue of Critical Education: La Batalla Continua: Latina/o Educators Democratizing Educational Practices

New issue of Critical Education: La Batalla Continua: Latina/o Educators Democratizing Educational Practices

Vol 2, No 12 (2011)
Table of Contents
Articles
La Batalla Continua: Latina/o Educators Democratizing Educational Practices
Marisol O. Ruiz, Luis-Vicente Reyes, Maribel Trujillo, Elizabeth Chavez, Nereida Antunez, Veronica Lugo, Ericka Martinez, Ben Rivera, Gaby Sulzer, Ana Granados, Veronica Lerma

Abstract
This journey analysis shares the counterstories of practicing bilingual Latina/o educators teaching predominately Latino youth. The study is situated in a bi-national (US/Mexico) tri-city (El Paso, Las Cruces, Juarez), and tri-state (Texas, New Mexico, Chihuahua,) context. When teachers of color voice their concerns about oppressive institutional polices and practices, a counter-story is produced. One way to bring Latina/o students’ and their teachers’ counterstories to the center of schooling polices and practices is to create intentional spaces to examine the realities of how these policies and practices are oppressive in nature. These intentional spaces offer self-reliance and solidarity. Solidarity can lead to mobilization, an important aspect of the inherit praxis of this critical intentional space.

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.

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Fourth International Conference on Education, Labor and Emancipation

Posted on March 3, 2009 by | Comments Off on Fourth International Conference on Education, Labor and Emancipation

Fourth International Conference on Education, Labor and Emancipation

This year’s Theme: Manifesto for New Social Movements: Equity, Access, and Empowerment

It will be held in Salvador, Bahia, Brazil on June 16th – 19th 2009.

Scholars, teachers, students and activists from various fields and countries will convene in Salvador, Bahia (Brazil) to compare theoretical perspectives, share pedagogical experiences, and work toward developing a global movement for social justice in and through education. We invite proposals from the following perspectives: indigenous, feminist, postcolonial, Marxist/neomarxist, queer theory, critiques of neoliberalism/globalization, CRT, liberation theology, anthropology, comparative/international education, etc. Visit our website for more information. http://academics.utep.edu/confele

We appreciate if you can forward this invitation to others who may be interested.

Please do send in your proposals, here are the guidelines:

CALL FOR PROPOSALS
We are currently witnessing the emergence of a new context for education, labor, and emancipatory social movements. Global flows of people, capital, and energy increasingly define the world we live in. The multinational corporation, with its pursuit of ever-cheaper sources of labor and materials and its disregard for human life, is replacing the nation-state as the dominant form of economic organization. Faced with intensifying environmental pressures and depletion of essential resources, economic elites have responded with increased militarism and restriction of civil liberties.
At the same time, masses of displaced workers, peasants, and indigenous peoples are situating their struggles in a global context. Labor activists can no longer ignore the concomitant struggles of Indigenous peoples, African diasporic populations, other marginalized ethnic groups, immigrants, women, GLBT people, children and youth. Concern for democracy and human rights is moving in from the margins to challenge capitalist priorities of “efficiency” and exploitation. In some places, the representatives of popular movements are actually taking the reins of state power. Everywhere we look, new progressive movements are emerging to bridge national identities and boundaries, in solidarity with transnational class, gender, and ethnic struggles.

At this juncture, educators have a key role to play. The ideology of market competition has become more entrenched in schools, even as opportunities for skilled employment diminish. We must rethink the relationship between schooling and the labor market, developing transnational pedagogies that draw upon the myriad social struggles shaping students’ lives and communities. Critical educators need to connect with other social movements to put a radically democratic agenda, based on principles of equity, access, and emancipation, at the center of a transnational pedagogical praxis.
Distinguished scholars from numerous fields and various countries will convene in Salvador, Bahia (Brazil) to compare and contribute to theoretical perspectives, share pedagogical experiences, and work toward developing a global movement of enlightening activism. Issues related to education, labor, and emancipation will be addressed from a range of theoretical perspectives, including but not limited to the following:

Critical Pedagogy

  • Critical Race Theory
  • Postcolonial Studies
  • Marxist and Neo-Marxist Perspectives
  • Social Constructivism
  • Comparative/International Education
  • Postmodernism
  • Indigenous Perspectives
  • Feminist Theory
  • Queer Theory
  • Poststructuralism
  • Critical Environmental Studies
  • Critiques of Globalization and Neoliberalism
  • Liberation Theology

Proposals may be offered as panel presentations or individual papers. Please indicate type of proposal with the submission.

Individual paper proposals should contain a cover sheet with the paper title, contact information (e-mail, address, telephone number, and affiliation), a brief bio, for each presenter, and an abstract of no more than 250 words (not including references). Please indicate whether you will present in Portuguese, Spanish or English. Presenters who wish to present in Portuguese should nevertheless include an English or Spanish translation of the abstract with their submission.

Panel proposals must include a cover sheet with the panel title and organizers’ contact information (e-mail, address, telephone number, affiliation), as well as an abstract of the overall panel theme (no more than 400 words, not including references) and abstracts/bios for each paper included in the panel. Please indicate whether panel members will present in Portuguese, Spanish or English. Proposals submitted in Portuguese should include translations (either English or Spanish) of the panel theme with each individual abstract.

Please submit proposals by E-mail only to: confele@utep.edu . THE DEADLINE FOR PROPOSALS IS March 1st, 2009. Proposals must be accompanied by your conference registration in order to be considered.

Following the tradition of the last three conferences, a book will be produced comprising the most engaging papers from CONFELE 2009, as selected by an editorial board. Presenters wishing to be considered for this volume should submit full papers (in APA style) for review by August 1st, 2009.

César Augusto Rossatto, Ph.D.
Associate Professor
Critical Pedagogy & Multiculturalism and Social Justice
The University of Texas at El Paso
College of Education, Room #812
El Paso, TX 79968-0574
(915) 747-5253
www.academics.utep.edu/confele

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