On Critical Pedagogy Quotes

“critical pedagogy becomes a project that stresses the need for teachers and students to actively transform knowledge rather than simply consume it.”
― Henry A. Giroux, On Critical Pedagogy

“Children have fewer rights than almost any other group and fewer institutions protecting these rights. Consequently, their voices and needs are almost completely absent from the debates, policies, and legislative practices that are constructed in terms of their needs.”
― Henry A. Giroux, On Critical Pedagogy

“Teaching has to deal not so much with lack of knowledge as with resistances to knowledge. Ignorance, suggests Jacques Lacan, is a “passion.” Inasmuch as traditional pedagogy postulated a desire for knowledge, an analytically informed pedagogy has to reckon with the passion for ignorance.22 Felman elaborates further on the productive nature of ignorance, arguing: “Ignorance is nothing other than a desire to ignore: its nature is less cognitive than performative … it is not a simple lack of information but the incapacity — or the refusal — to acknowledge one’s own implication in the information.”
― Henry A. Giroux, On Critical Pedagogy

“of oppressive state power. Gramsci’s theory of hegemony as a form of cultural pedagogy is also invaluable as an element of critical educational thought. By emphasizing the pedagogical force of culture, Gramsci expands the sphere of the political by pointing to those diverse spaces and spheres in which cultural practices are deployed, lived, and mobilized in the service of knowledge, power and authority. For Gramsci, learning and politics were inextricably related and took place not merely in schools but in a vast array of public sites.”
― Henry A. Giroux, On Critical Pedagogy

“critical pedagogy illuminates how classroom learning embodies selective values, is entangled with relations of power, entails judgments about what knowledge counts, legitimates specific social relations, defines agency in particular ways, and always presupposes a particular notion of the future.”
― Henry A. Giroux, On Critical Pedagogy

“how do we reassert the primacy of a non-dogmatic, progressive politics by analyzing how culture as a force for resistance is related to power, education, and agency? This project suggests the need to understand how culture shapes the everyday lives of people: how culture constitutes a defining principle for understanding how struggles over meaning, identity, social practices, and institutional machineries of power can be waged while inserting the pedagogical back into the political and expanding the pedagogical by recognizing the “educational force of our whole social and cultural experience [as one] that actively and profoundly teaches.”
― Henry A. Giroux, On Critical Pedagogy