Abstract
While educational psychology takes the mind and learning as its central concern, critical pedagogy, on the other hand, takes the role of institutional power in education and its influence over citizenship formation in capitalist, white supremacist, homophobic, patriarchal society as its primary focus. In other words, we might argue that psychology’s center of analysis is the biological context whereas critical pedagogy’s is the social context. The power of the postformal approach to educational psychology outlined in this volume resides in my effort to take as the center the biological and the social contexts as two parts of a larger whole. However, in this chapter, we take a closer look at critical pedagogy in relative isolation from educational psychology. While we reject such reductionism as a final analysis, we understand the value of isolating a specific variable, such as critical pedagogy, for the purpose of more deeply understanding it before it is resituated within its larger social and biological context (see Chapter 7). What follows is therefore an in-depth historical and conceptual review of critical pedagogy.
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Malott, C.S. (2011). What Is Critical Pedagogy? The Historical and Philosophical Roots of Criticality. In: Critical Pedagogy and Cognition. Explorations of Educational Purpose, vol 15. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0630-9_6
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