Critical Pedagogy: The Struggle for Intellectual Solidarity

• In Event: Radical Dreaming: Paulo Freire's Transformative Pedagogy

Abstract

The purpose and intention of this study was to examine ways self-identifying critical social studies teachers understand their own ontological posture, how it emerges in classroom teaching, and how they contend with the dialectical implications within traditional educational contexts. The study finds critical teachers work to develop intellectual solidarity with students as critical pedagogues.

Authors

• Arturo Rodriguez, Boise State University

• Kevin Russel Magill, Baylor University