Interrogating Critical Pedagogy: The Voices of Educators of Color in the Movement

Pierre Wilbert Orelus · Rochelle Brock

nov 2014 · Routledge

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Educators, teacher practitioners, and social activists have successfully used critical pedagogy as a tool to help marginalized students develop awareness and seek alternative solutions to their poor educational and socioeconomic situations. However, this theory is often criticized as being mostly dominated by privileged white males, bringing issues of race and gender to the forefront. This volume provides insight on how critical pedagogy can be helpful to scholars and teachers alike in their analysis of racial, gender, linguistic and political problems. It features a wide range of respected scholars who examine the way and the degree to which critical pedagogy can be used to improve education for students of color, women and other marginalized groups.

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Pierre Wilbert Orelus is Associate Professor in the Curriculum and Instruction department at New Mexico State University. He is the past Chair of the Post-colonial and Education Special Interest (SIG) Group and the co-chair of the Paulo Freire SIG at American Educational Research Association. He has received several awards and fellowships, including New Mexico State University Exceptional Achievements in Creative Scholarly Activity Award (2013) and New Mexico State Dean of Education award for Excellence in Research (2010). His research interests include post-colonial, language, race, immigrant, and gender studies. His most recent books include Affirming Language Diversity in Schools and Society: Beyond linguistic apartheid (2014); On Language, Democracy, and Social Justice: Noam Chomsky’s critical intervention (with Noam Chomsky, 2014); and Colonized Schooling Exposed (with Curry Malott and Romina A. Pacheco, 2014).

Rochelle Brock is Associate Professor of Urban Education and Executive Director of the Urban Teacher Education Program at Indiana University Northwest in Gary, Indiana. She is also an editor for The International Journal of Critical Pedagogy and series editor of Black Studies and Critical Thinking. She has written books and articles on White privilege, teacher identity, critical pedagogy, African American culture and Black feminist theory.