ABSTRACT
There has been some debate about whether ‘critical pedagogy,’ as a field of study, adequately incorporates issues of race and racism into its analysis of schooling and society. Among other things, researchers have suggested that critical pedagogy, with its foundation in Marxist critiques of schooling and society, has privileged issues of social class over race or gender. ‘Critical race pedagogy’ could be defined as an analysis of racial, ethnic and gender subordination in education that relies mostly upon the perceptions, experiences and counter-hegemonic practices of educators of color. This approach necessarily leads to an articulation and broad interpretation of emancipatory pedagogical strategies and techniques proven to be successful with racially and culturally subordinated students. Critical race theory has been defined by a number of scholars as a legal counter-discourse generated by legal scholars of color concerned about issues of racial oppression in the law and society.
