Other Definitions of Critical Pedagogy:
Quotations from Critical Educators

• "[Critical] pedagogy . . . signals how questions of audience, voice, power, and evaluation actively work to construct particular relations between teachers and students, institutions and society, and classrooms and communities. . . . Pedagogy in the critical sense illuminates the relationship among knowledge, authority, and power" (30).
  
  Giroux, H. A. (1994). Disturbing pleasures: Learning Popular Culture. New York: Routledge, 1994.

• "The primary preoccupation of critical pedagogy is with social injustice and how to transform inequitable, undemocratic, or oppressive institutions and social relations."
  
  Burbules, Nicholas C. and Rupert Berk "Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits." Critical Theory in Educational Discourse, Thomas S. Popkewitz and Philip Higgs, eds. Butterworth's, 1997.
  and on the web at:
  <http://www.ed.uiuc.edu/facstaff/burbules/ncb/papers/critical.html>

• "Critical pedagogy considers how education can provide individuals with the tools to better themselves and strengthen democracy, to create a more egalitarian and just society, and thus to deploy education in a process of progressive social change."
  
  Kellner, Douglas. "Multiple Literacies and Critical Pedagogies." Revolutionary Pedagogies - Cultural Politics, Instituting Education, and the Discourse of Theory. Peter Pericles Trifonas, Editor. New York: Routledge, 2000.

• "According to Sullivan (1987:63) 'a fundamental assumption of a critical pedagogy is that it is a broad educational venture which self-consciously challenges and seeks to transform the dominant values of our culture.' Likewise, Leistyna & Woodrum (1996) assert that:
  'Critical pedagogy is primarily concerned with the kinds of educational theories and practices that encourage both students and teachers to develop an understanding of the interconnecting relationship among ideology, power, and culture... [that] challenges us to recognize, engage, and critique (so as to transform) any existing undemocratic social practices and institutional structures that produce and sustain inequalities and oppressive social identities and relations'" (Leistyna & Woodrum, 1996:2-3).
  
  Parkes, Robert John. "On the Subject of Pedagogies: Contributions of Vygotskian Theory to Radical Pedagogy as a Postmodern Practice." Paper presented at the Annual Conference of the Australian Association for Research in Education (AARE), Sydney University, December 4-7, 2000.
  <http://www.aare.edu.au/00pap/par00272.htm>.

• "Transformative pedagogy turns the lens on social realities. These are, in turn, critically analyzed by students through a process of collaborative dialogue. Using the cultural capital of the students, classrooms become a forum in which students are able to voice opinions which have been silenced within practices of traditional pedagogy. This process can be both validating and empowering as students come to learn that their actions can enable change either at the micro- and/or macro-level."
  
  Lee , Ena and Caterina Reitano. "A Critical Pedagogy Approach: Incorporating Technology to De/Reconstruct Culture in the Language Classroom."
  <http://fcis.oise.utoronto.ca/~creitano/critical/technology.html>.