Abstract

This article presents the results from a qualitative research study that examined the ways in which 17 self-identified critical pedagogues actually define critical pedagogy and their identification of its central aims and purposes. This article problematizes the overlapping and contradictory definitions of critical pedagogy and its historical roots. It critically examines the ways in which professors explicitly communicate the “critical” or justice-oriented intent of critical pedagogy.

How to Cite:

Breuing, M., (2011) “Problematizing Critical Pedagogy”, International Journal of Critical Pedagogy 3(3).