This article argues that fiction can operate as a critical feminist curriculum and discusses how this manifests itself in terms of content and teaching methodologies. It uses a close reading of Naomi Alderman's dystopian fiction "The Power" (2016) to explore this, complemented by an analysis of a discussion between Alderman and readers…

Since first published in English in 1970, "Pedagogy of the Oppressed" has inspired generations of scholars and social activists to examine the inherent potential of Paulo Freire's theories on grassroots intellectual emancipation and education in marginalized communities. The interpretive lineage of Freire's writings is vast, indeed. To…

With a focus on methods courses, this article makes a case for social studies teacher educators to employ in their pedagogy an intersectional perspective. I ask social studies teacher educators to consider critical history monographs, specialized book-length studies that center on marginalized perspectives, as pedagogical tools that complement…

Why bother thinking about Freire today? Who cares about the accuracy or lack of it in the translation of his books? In 2018 after 50 years of the original publication of "Pedagogy of the Oppressed," there is a large industry of people profiting from translating and repeating Freire's ideas -- we are well aware that this text is another…

This article advocates for the need to develop a more critical approach to theorizing human rights curriculum and critiques dominant/western liberal interpretation of human rights discourse that claims to be humanitarian and benevolent. Liberal approach to (global) human rights discussion places emphasis on individual rights and views concepts…

In this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when…

This article extends the work of culturally sustaining pedagogy by moving towards the conceptualization of linguistic and cultural collaboration (LCC) in classrooms through reconciliation of majoritarian and minoritized language users. Whereas attention in mainstream educational research has been given to students' cultures, this article…

This article examines shifts in the meaning and relevance of institutionalised knowledge about social inequalities as it circulates globally. In so doing, it contributes to research critiquing an unequal geopolitics of knowledge that grants greatest authority to theories produced in the global north (Connell, 2007; Mignolo, 2003). I discuss the…

Fénelon and Voltaire, the two French philosophers and pedagogues, influenced a wide range of people in the 17th and 18th centuries in Europe. The philosophers who followed were inspired by their work which contained ideological hints and promoted humanitarian awareness. We followed the historical analysis method, we intend to present through…

A summary of the book "Linguistic Imperialism," by Phillipson (1992) is presented here. The purpose is to highlight its current scope and permanent values in consonance with intuitions, criticism and alternatives proposed by Latin America Modernity/coloniality Group. Criteria of analysis are based on a re-reading of the work in the light…

In the spring of 2014, John Bragelman accepted an administrative position at a community college in Chicago. He struggled with the decision because it meant leaving the mathematics classroom, a space he calls home. As a critical educator, he had the opportunity to watch his students become critical participators in their communities, readers and…