Education as the practice of freedom is not just about liberatory knowledge, it’s about a liberatory practice in the classroom. Bell hooks
(Freire) Education should facilitate social justice by helping the oppressed develop critical consciousness to understand the structures of domination in order to imagine alternative possibilities.
Social Justice Pedagogy
(Bell/Hackman) Educational environments should be spaces that facilitate engaged, critical and empowered thinking & action – i.e. learning should promote social change.
Culturally Democratic Pedagogy
(Aldridge) Cultural issues and social justice should be placed at the heart of curriculum development.
(Bakhtin/Bowers/Freire/) Learning should involve both teacher and student learning together, searching for the truth and experiencing intellectual growth.
Suggested Reading List
Aldridge, D. P. (2000). On race and culture: Beyond Afrocentrism, Eurocentrism to cultural democracy. Sociological Focus, 33 (1): 95-107.
Bell, L.A. (2007). Theoretical foundations for social justice education in Adams, A., Bell, L.A., & Griffin, P (eds) in Teaching for diversity and social justice. NY: Routledge.
Bowers, R. (2005). Freire (with Bakhtin) and the dialogic classroom seminar. Alberta journal of educational research, 51 (4).
Cuenca, A. (2010). Democratic means for democratic ends: The possibilities of Bakhtin’s dialogic pedagogy for social studies. The Social Studies, 102 (1), 42-48.
Darder, A. (1994). Institutional research as a tool for cultural democracy. New Directions for Institutional Research, 21-21.
Freire, P (1970/1994) Pedagogy of the Oppressed. New York: Continuum.
Hackman, H. (2006). Five essential components for social justice education. Equity and Excellence in Education. Vol.38, 103-109.
hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Jackson, L. (2008). Dialogic pedagogy for social justice: A critical examination. Studies in Philosophy and Education, 27 (2-3), 137-148.
Mighty E.J. (2001). Teaching for inclusion: the challenges and opportunities of diversity in the classroom. Focus on University Teaching and Learning, 11 (1), 1-8.