Critical Pedagogy, Latino/A Education, And The Politics Of Class Struggle  

Oleh:

McLaren, Peter ; Jaramillo, Nathalia E.

Jenis: Article from Journal - e-Journal
Dalam koleksi: Cultural Studies <=> Critical Methodologies vol. 6 no. 1 (Feb. 2006), page 73-93.
Fulltext: 73.pdf (156.34KB)

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Due to the fact that critical pedagogy constitutes a narrative of universal emancipation (at least those versions that have escaped attempts by postmodernists and neoliberals to domesticate them), critics on both the political left and the right not only have dismissed its politics as yet another example of the colonizing incarnations of the Western educational canon but also have rejected it as a valid means for social transformation. The have accused it of possessing, among other toxic attributes, an outdated and historically discredited working-class triumphalism premised on vulgar economic reductionism that should have been abandoned long before Fukuyama (1989) famously announced that the teething pains of capitalism were over and that liberal capitalist democracy had finally ascended to the zenith of humankind’s ideological achievements through its ultimate victory over its conquered rival ideologies of hereditary monarchy, fascism, and more recently communism.1 Of course, the primary object of attack is Marxist theory itself, which has been making some significant inroads of late within the critical pedagogy literature, more specifically as the central theoretical armature of the critique of the globalization of capitalism and the pauperization of the working masses in the wake of recent ‘free trade’ agreements and the economic and military imperialism of the Bush Jr. administration. In this article, we attempt to discuss critical pedagogy in light of what we perceive to be the importance and efficacy of Marxist theory, particularly within theMarxist humanist tendency.We have chosen to accomplish this as part of a larger discussion of Latina/o education in the United States.

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