ABSTRACT
Th is chapter off ers a brief look at the normative and political challenges of defi ning critical public pedagogy and its primary aim, the achievement of an inclusive, participatory, “radical” democracy (Giroux, 2003; McLaren, 2005). Critical public pedagogy is a complex of both moral and political meanings. Its goals and methods are defi ned by social values that must be expressed and debated within political frameworks that maximize deliberative participation. As Gutmann (1987) notes, moral ideals are inherently divergent in a democratic society. Hence, there is a need for a political framework that scaff olds self-governance and provides guidance for resolving disagreements over moral values. Yet, these political frameworks themselves must remain open to critique and revision.
