Critical pedagogy currently exists today as precariously as a shabby lean-to room added to a typical American hall-and-parlor house. I am referring to the type of house that formed the basic English prototype for the classic American building we see everywhere in New England and on the East Coast. If the hall-and-parlor house represents education in the main, then we critical educators are as rare as hen’s teeth, shunted to the rear of the house, squatters huddled under a slanted roof, wearing fingerless gloves, clutching our tin cups of broth, spearing biscuits and dreaming of the day when we will become an official part of the architecture of democracy.
McLaren, P. (2016). Revolutionary critical pedagogy: Staking a claim against the macrostructural unconscious. Critical Education, 7(8). Retrieved from http://ojs.library.ubc.ca/index.php/criticaled/article/view/186144
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
American Politics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Economics Commons
This article was originally published in Critical Education, volume 7, issue 8, in 2016.