Contents
Introduction
1 Why in The World Does Critical Pedagogy Matter?
The Lesson of Dayna: One Size Does Not Fit All
Three Perspectives on Pedagogy: The Artist’s Notes
Critical Pedagogy: What in the World Do I Think It Is?
How I Came To These Understandings
My Journey: First, Spanish; Next, Bilingual; Finally, Critical Pedagogy
The Word Universe
History Helps: Three Perspectives
Transmission Model
Generative Model
Transformative Model
Transmission to Transformative and Example
K-W-L
The World Is Changing Faster and Faster
M.Greene and More
New Resources
Banks and Social Action
The Benson Kids: Teaching is Learning
Learn, Relearn, and Unlearn Your Way to Critical Pedagogy
The Reflective Cycle, An Overview: More Learning, Relearning, and Unlearning
The Reflective Cycle and You
Notes
2 What in The World Is Critical Pedagogy?
A Word About Language
Dawn Does Critical Pedagogy
Le Does Critical Pedagogy
What’s In A Name?
Definitions
Generative Definitions
Language of Possibility, Language of Critique
Vygotsky: Reaching Back to Move Forward
Word by Word
Banking Model of Education
Conscientization
Carmen Has It
Rainey Doesn’t–Well, Didn’t
Codification
Culture
Cultural Capital
Dialectic
Dialogue
Discourse
Hegemony
Hidden Curriculum
Literacies
Critical Literacy: Reading the Word and the World
Orate and Literate Communities
Pedagogy
Praxis
CARMA, Critical Action Research Matrix Application
Problem Posing
To Groom
To Name
To Marginalize
Schooling, or to School
To Silence
To Socialize
Voice
I Have Eaten More Rice
Reflective Cycle
Notes
3 Where in The World Did Critical Pedagogy Come From?
The Tree Continues to Grow
Why Socrates?
Why Plato?
Why Aristotle?
Why Vygotsky?
The Latin Voice
Freire: The Foundation
Freire’s Voice: A Transcription of an Audiotape
The European Voice
Gramsci
Marx
The Frankfurt School of Critical Theory
Tove Skutnabb-Kangas
The Eastern Voice
Reflections from the East
Peace Education
The North American Voice
Dewey
Ada
McCaleb
Giroux
McLaren
Cummins
Krashen
A Few (more) Good Women
A Few Good Men
The African American Voice: Group Solidarity
The Perspective from Down Under
The Historical Evolution of Critical Pedagogy
The Benson Kids Again
Reflective Cycle
Notes
4 How in The World Do You Do Critical Pedagogy?
Thinking about Practice
Carla: Reflecting on Her Practice
Democratic Pedagogy
Praxis: Linking Theory and Practice
Two Perspectives
So How Do You Do Critical Pedagogy?
Problem Posing: Jonathan and Wyatt, Examples from the Community
Problem Posing: Miss Johnson, an Example from Secondary Schools
Principles of Problem Posing
The Teacher’s Role in Problem Posing
Problem Posing: Stephanie, an Example from the Primary Grades
Problem Posing: Codification
Problem Posing: Reggie, an Example from Postsecondary
Homerun Reading
The Essence Is in the Experience
Popcorn
How to Do It
The Experience
Pair Share
How to Do It
The Experience
Dialogue Journal
How to Do It
The Experience
Bloom’s Taxonomies
How to Do It
The Experience
Teaching and Learning in the Desert
Four Corners
How to Do It
The Experience
The Messenger and the Scribe
How to Do It
The Experience
Comprehending/Comprehension
How to Do It
The Experience
Problem-Posing Activity: Literacy
How to Do It
The Experience
To Name
To Reflect Critically
To Act
The Mess
Mayida and the Mess
NCLB Calls Us to the Mess
The Proof Is in the Pudding
The Principal: Doing Critical Pedagogy
Talking the Talk in the University
Library Mapping
Reflective Cycle
Notes
5 Where in The World Do We Go From Here
Who Are The Students?
Burke’s Generational Chart: Boomers, Gen X, and Gen Y
Students of the Twenty-First Century
Advocacy and Action
The Virtual Present and Future
From Critical Literacy to Multiliteracies
The Pedagogy of a Caring Heart and Critical Eyes
A Caring Heart
A Critical Eye
Pedagogy of Courage and Patience
Time, Time, Time
From Buttercup to Power
Teachers Taught Me, Too
What Teachers Taught Me
Models of Parental Involvement
Family Involvement or Family Engagement
Gintell Does Critical Pedagogy
Family Graph
Putting the Home Back in Homework
Reflection to Action
School Families
Now, Here Is the Point
To Make a Difference
Bob
What I Can Do
Your Final Reflection
Note 180
Bibliography
Index
Joan Wink is a professor emerita at California State University, Stanislaus. She lives primarily on the family ranch in South Dakota, but still maintains an active academic life: teaching, consulting, and writing. Her other books include A Vision of Vygotsky (2002), co-authored with Le Putney of UNLV, and Teaching Passionately: What’s Love Got To Do With It? (2004), co-authored with her daughter, Dawn Wink of Santa Fe Community College.
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