Through a close reading of the talk of a self-identified critical educator of color, we explore the contradictions, possibilities, limitations, and consequences of this identity for teachers and teacher educators. We examine how the performances of particular critical educator of color identities problematically intertwine claims of Freirian pedagogy with crude dichotomizations of people as critical and non-critical. We explore how particular tropes limit the productive possibilities of being critical for other educators of color and erase the centrality of dialogue, reflexivity, and unfinishedness that define Freirian-inspired notions of being critical.
Philip, T. M. & Zavala, M. (2015). The possibilities of being “critical”: Discourses that limit options for educators of color. Urban Education 51(6), 659 – 682. doi: 10.1177/0042085915574523
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This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Urban Education, volume 51, issue 6, in 2015 following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1177/0042085915574523.