This review has been accessed times since September 24, 2008
Kincheloe, Joe L. (2008). Critical Pedagogy (2nd
Edition). New York: Peter Lang
Pp. 202 ISBN 978-1-4331-0182-3
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Reviewed by Rucheeta Kulkarni
Arizona State University
September 24, 2008
Hope is alive, but it must be a practical and not a
naïve hope. A practical hope doesn’t simply celebrate
rainbows, unicorns, nutbread, and niceness, but rigorously
understands "what is" in relation to "what could be." (p.
x)
With an authorial voice that blends conversational simplicity
with visionary philosophy, Joe Kincheloe introduces the second
edition of his Critical Pedagogy. After outlining
the deepening crises of this nation’s actions at home and
abroad—including preemptive wars against imagined enemies,
scripted curricula for deprofessionalized teachers, privatization
of public schools, and corporate ownership of the news
media—he tells the reader not to despair but to hope. He
writes this edition of the primer for the same reason that he
recently founded the Paulo and Nita Freire International Project
for Critical Pedagogy at McGill University: to bring together
diverse peoples to resist the oppressive political and
educational status quo, and to develop the social and educational
imagination that “despite the darkness around us can change
the world in general and education in particular” (p. x).
Kincheloe’s own example of working with “practical
hope” is evident throughout this text.
His primer serves
the function of introducing a new set of educators and scholars
to the history and foundations of critical pedagogy, but goes
beyond this traditional goal of the genre by calling on readers
to question the field itself, to take part in making it ever more
rigorous and innovative, and to join in a critical conversation
about teaching, learning, researching, and living in the
21st century. “What else are you going to do
with your life?” he asks. “Be a cog in the engine of
the mechanisms of the dominant power that harm people in all of
our communities and around the world. I hope not” (p.
xi). For any reader who aspires to do meaningful and
transformative knowledge work, it is hard to refuse
Kincheloe’s invitation into the ideas of critical
pedagogy.
The intended audience of this volume includes varying levels
of experience in education and familiarity with critical
pedagogy. Together, the five chapters provide this diverse
readership with a comprehensive and thought-provoking overview of
the historical roots, contemporary work, and future directions of
the field. Readers new to critical pedagogy are welcomed with an
authorial willingness to define terms and to speak openly,
sometimes bluntly, about contemporary problems. Veterans of the
field are also welcomed and challenged to help critique and
improve critical pedagogy. Throughout, Kincheloe’s goal is
to “provide tools that will help implement a pedagogy that
promotes social justice, cultivates the intellect, and expands
the horizons of human possibility” (p. 45). He emphasizes
early that while he strives to provide a fair picture of the
field, this is not a neutral account, and should be
read—like any other text—with a critical eye. As he
models the self-reflexivity of the critical scholar, he calls on
the reader to practice the habits of a critical thinker.
Joe L. Kincheloe
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In Chapter One, Kincheloe provides a lengthy and broad
overview of the central characteristics of critical pedagogy.
These characteristics include: a social and educational vision of
justice and equality, the belief that education is inherently
political, dedication to the alleviation of human suffering, the
concept of teachers as researchers, an explicit focus on the
oppressed, a critique of positivism, an emphasis on understanding
context, and resistance to dominant power. The chapter shows how
critical pedagogues view schools, students, and teachers.
Through this lens, schools are political institutions, capable of
reflecting, extending, and mitigating social stratification.
Students—particularly the least empowered ones—do not
need to be “saved,” disciplined, and spoon-fed with
back-to-basics curricula, but rather respected, treated as
experts in their interest areas, and inspired to use their
education to improve the world around them. Teachers are
scholars and models of rigorous thinking, capable of directing
their own professional practice; they are researchers of their
students and guides in students’ exploration and critical
analysis of the world. Critical researchers and policy-makers
serve as allies in these teachers’ efforts, seeking out and
amplifying voices that have long been excluded from the
curriculum, demonstrating the failure of positivist approaches to
education, exposing the biases of dominant models of schooling,
and finding the “holes” through which schools can
become sites of liberatory rather than oppressive education.
Here, scholars give up the “attempt to dominate and control
the world” (p. 39), and strive to understand their own
contextual locations.
After broadly describing the way critical pedagogues look at
the world, Kincheloe explores the field’s historical
foundations in Chapter Two. Here, he introduces the people and
ideas that have shaped critical pedagogy, and highlights the
field’s commitment to innovating and evolving to meet the
challenges of the time. He describes the foundational critical
theory work of the Frankfurt School, explains how some of these
early ideas were critiqued and reformulated by the
postdiscourses—postmodernism, poststructuralism,
postcolonialism, and postformalism—and then lists a set of
“elastic, ever-evolving” concepts included in an
evolving notion of critical pedagogy (p. 50). The second half of
the chapter describes several important figures in critical
pedagogy, ranging from W.E.B. DuBois, whose writing preceded the
Frankfurt School and anticipated many of the most powerful
aspects of critical pedagogy, to Paulo Freire and Henry Giroux,
whose work has shaped the modern field. The list represents a
diverse group of scholars and contributions, and provides a
useful overview for those new to the field.
Kincheloe’s third chapter, “Critical Pedagogy in
School,” begins by describing the contemporary situation,
characterized by a lack of—and often a restriction
on—questioning of educational purpose. Kincheloe asserts
that questions of power and justice are completely ignored in the
dominant culture’s conversation about educational policy
and classroom practice. He points to standardized tests and
curricula as “technologies of power” (p. 109),
systematically ranking and sorting students and diminishing the
chances that marginalized students will gain confidence in
themselves as shapers of history. As he moves to the need for a
critical teacher education, Kincheloe suggests that schools of
education must help teachers develop all the types of
knowledge—normative, empirical, political, ontological,
experiential, and reflective-synthetic—that are required to
answer different educational questions. Throughout the chapter,
Kincheloe emphasizes that teaching is a sophisticated act,
exemplified by the notion of praxis, or the process of action,
reflection, and action, where theory and practice are in
catalytic dialogue.
Chapter Four, “Critical Pedagogy and Research,” is
intended to “contribut[e] to the critical pedagogical goal
of producing knowledge that leads to the end of human
suffering” (p. 126). Kincheloe approaches this goal by
connecting the bricolage model of research, marked by
methodological and theoretical eclecticism, with critical
multiculturalism, concerned with developing a literacy of power
and taking action against inequality. He defines critical
researchers as bricoleurs, who, like the French handymen who used
whatever tools were available to complete the task at hand, come
from a wide diversity of backgrounds and employ an equally
diverse set of approaches to understanding and acting on social
problems. Most importantly, bricoleurs value those whom and with
whom they research, and work with keen awareness of their own location
in the social web. They constantly seek more rigorous,
innovative means of understanding, exposing, and resisting
oppression. Kincheloe stresses that this work is desperately
needed now: “The future of knowledge is at stake,” he
writes. “Few times in human history has there existed a
greater need for forms of knowledge work that expose dominant
ideologies and discourses that shape the information accessed by
many individuals” (p. 130).
The final chapter in this primer introduces what Kincheloe
calls a postformal critical psychology of complexity. This is
critical pedagogy’s approach to cognition, which attempts
to blur boundaries between cognition, culture, epistemology,
history, psychoanalysis, economics, and politics. Unlike the
positivist conception of intelligence as a thing of measurable
quantity, generally found at greater levels among the privileged
few, critical psychology sees intelligence as learnable and
taught in many different places. Like other aspects of critical
pedagogy, theories of cognition are informed by a vision of human
beings as dynamic and powerful: “To be human is to possess
the power to change, to be better, to be smarter, to become a
transformative agent” (p. 175). As he describes this new
approach to psychology—long the domain of positivist
research—Kincheloe stresses that this is not a call to
abandon rationality, but to develop more rigorous, contextualized
understandings of human cognition and production of the self.
By the end of this book, readers may find themselves feeling
strangely hopeful despite their new awareness of how dominant
approaches to education and research perpetuate inequality. A
quick look at the website for the Paulo and Nita Freire
International Project for Critical Pedagogy confirms
Kincheloe’s claim that people all over the world are
thinking about, grappling with, and remaking the ideas presented
in this primer. As demonstrated by the website’s online
dialogue about the book, some readers will be inspired but
overwhelmed by the breadth of ideas and critiques presented in
this text. Teachers interested in critical pedagogy will find
the book useful in redefining their approach to the profession,
but much less useful in supporting their day-to-day classroom
work. Those who are unsympathetic to the causes of the political
left will quickly abandon this book, since the first page
presents a sharp critique of the United States’ war in
Iraq. However, those who share Kincheloe’s political
concerns will find much of use from this explanation of critical
pedagogy. Readers weary of scholarship that provides empty
praise for concepts like multiculturalism and diversity will
appreciate the way this primer sketches a sophisticated and
nuanced understanding of the power of difference for achieving
liberatory goals. Similarly, those frustrated with alternative
research approaches which deconstruct positivism and offer in its
place only relativism and flimsy “feel-good”
methodologies, will welcome Kincheloe’s deep and persistent
commitment to methodological, theoretical, and intellectual
rigor. Perhaps most importantly, teachers and researchers alike
will find that this text positions them as partners in work that
is practical, rigorous, and profoundly hopeful.