Critical pedagogy has variously inspired, mobilized, troubled, and frustrated teachers, activists, and educational scholars for several decades now. Since its inception the field has been animated by internal antagonism and conflict, and this reality has simultaneously spread the influence of the field in and out of education and seriously challenged its status as an integral body of work. The various debates that have categorized critical pedagogy have also made it difficult for younger scholars to enter into the literature. This is the first book to survey critical pedagogy through first-hand accounts of its established and emerging leaders. While the book does indeed provide a historical exploration and documentation of the development of critical pedagogy as a contested and dynamic educational intervention—as well as analyses of that development and directions toward possible futures—it is also intended to provide an accessible and comprehensive entry point for a new generation of activists, organizers, scholars, and educators who place questions of pedagogy and social justice at the heart of their thinking and doing. “Martin Heidegger once said that Aristotle’s life could be summarized in one, short sentence ‘He was born, he thought, he died.’ Porfilio and Ford’s brilliantly curated compilation of autobiographical sketches of leaders in critical pedagogy resolutely rejects Heidegger’s reductive thesis, reminding us all that theory is grounded in the historical specificities and material contradictions of life. For those well acquainted with critical pedagogy, these theoretical memoirs grant us a unique and sometimes surprisingly intimate glimpse into the lives behind the words we know so well. But most importantly, the format of the book is an educational intervention into how critical pedagogy can be taught. While it is often the case that students find critical pedagogy dense, inaccessible, and seemingly detached from the everyday concerns of teache

"In this edited volume, contributors draw on the work of Andrade and Morrell (2008) in articulating critical leadership praxis, as well as critical race theory and critical education leadership scholarship, in order to "offer new and generative theories of change; they make explicit power dynamics, social inequities, and taken-for-granted forms of stratification in educational organizations with the primary purpose of offering specific and useful frames, concepts, and practices to educational leaders that they can adopt in their own work. The goal is for educational leaders to develop their sense of agency and and their knowledge and professional competencies for taking an equity and inquiry stance in their work of transforming the organizations and people around them." The work is intended to provide a counter narrative to a broad literature in educational leadership that "reinscribe white middle-class male leadership styles, values, and priorities as an assumed and normative backdrop, both in terms of the frames used and the values and epistemologies promoted." The work is organized into four sections: Transforming Self; Transforming Educators; Transforming Organizations; and Transforming Systems. Contributors include practicing leaders, doctoral students with leadership experience, and leadership faculty and researchers"--

This book explores an exciting new critical leadership model arising from critical theory and critical pedagogy traditions, and provides examples of applied critical leadership, ultimately expanding ways to think about current leadership models.

"This is a powerful text that turns the concept of leadership on its head and puts it back on its feet again!" Peter McLaren, Professor, Graduate School of Education and Information Studies, University of California, Los Angeles --Book Jacket.

A 2022 SPE Outstanding Book Award Winner Critical Transformative Educational Leadership and Policy Studies - A Reader is a comprehensive collection of critical contributions from most of the leading voices in the fields of educational leadership and educational policy studies, pushing back against the current neoliberal authoritarian environment. The volume offers alternative ways to perceive and to formulate education leadership and policy from a critical transformative perspective. Individual chapters discuss such topics as social justice in education; poverty, race and public education; counter-hegemonic education movements; the privatization of schools; and school reform and advocacy leadership, among others, all from a critical perspective. It is a crucial and timely volume for educators, school administrators, educational leaders, social activists, and union leaders concerned with the current state of our universities and our education system. Perfect for courses such as: Political Economy of Urban Education | Leadership and Policy Studies | Educational Policy and Reform | Politics of Education | Cultural Studies | Curriculum Theory and Development | Socio Historical Foundations | Indigenous Knowledges and Methodologies | Cultural Studies and Education