ABSTRACT
Critical pedagogy has a reader (Darder et al., 2008), a primer (Kincheloe, 2008), introductory texts (Wink, 2010), critical overviews (Cho, 2013; McLaren & Kincheloe, 2007), critical interrogations (Leonardo, 2005), and advocates in many of the leading colleges and schools of education across the country. Countless books have critical pedagogy in the title or subtitle, and hundreds of articles in education journals either hammer it with criticism or lavish it with praise. The idea has followers in activist communities, to say nothing of schools, and it even has a punk rock compilation that boasts the name as its title—Critical Pedagogy. 1 Practitioners are often called critical pedagogues; that can be either sneering or endearing. There are also subfields of critical pedagogy, such as critical revolutionary pedagogy (e.g. McLaren, 2015; McLaren and Farahmandpur, 2005). In the world of cultural capital, critical pedagogy has currency. If there is one term associated with critical educational scholarship writ large, critical pedagogy is that term.
