Critical education, critical pedagogies, marxist education in the United States

Jean Ann Foley, Doug Morris, Panayota Gounari, Faith Agostinone-Wilson

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of “criticalism” from the theoretical/foundational work of the Frankfurt School of Critical Social Theory, critical theory challenges traditional theory steeped in positivism and calls out for justice and liberation. This article traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context. In addition, this piece presents familiar challenges and critiques lodged against the practice of critical pedagogy in the United States. Examples of revolutionary/Marxist critical pedagogy-in-practice in various K-adult contexts are described and questions about vitality or the ability of critical pedagogy to endure in the face of intensified capitalism are also explored.

Original languageEnglish (US)
Pages (from-to)110-144
Number of pages35
JournalJournal for Critical Education Policy Studies
Volume13
Issue number3
StatePublished - Dec 1 2015

Keywords

  • Critical pedagogy
  • Revolutionary critical pedagogy
  • Social consciousness

ASJC Scopus subject areas

  • Education

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