818:. Even though it is true that critical pedagogy has become increasingly domesticated and watered down, it's birth was an act of counterrevolution itself." In particular, they argued for a critical pedagogy that simultaneously pursued communism and national liberation. Malott and Ford were the first authors to bring Harry Haywood's work into critical pedagogy. They believed that critical pedagogy had been divorced from its radical roots. Yet when Malott went to re-investigate those roots, he decided that they were not revolutionary at all. In fact, he argued that they were permeated by anti-communism and hostility to any actually-existing struggles of oppressed peoples. As a result, both Malott and Ford moved away from critical pedagogy. Ford developed a
1068:, he writes about his "long journey of self-reflection and de-indoctrination" that culminated in the break. Malott writes that "the term critical pedagogy was created by Henry Giroux (1981) as an attempt to dismiss socialism and the legacy of Karl Marx." During the same period, Derek R. Ford also broke with critical pedagogy, claiming that it was "at a dead end." While Ford is not concerned with "proficiency" like O'Dair, he agrees that the focus on critique at the expense of imagination and actual political engagement serves to produce the critical pedagogue as "the enlightened and isolated researcher that reveals the truth behind the curtain." Both Malott and Ford, however, note exceptions to their critiques within the field, such as the work of
874:, provides for an example of how critical pedagogy is used in the classroom. He develops these themes in looking at the use of Freirean teaching methods in the context of the everyday life of classrooms, in particular, institutional settings. He suggests that the whole curriculum of the classroom must be re-examined and reconstructed. He favors a change of role of the student from object to active, critical subject. In doing so, he suggests that students undergo a struggle for ownership of themselves. He states that students have previously been lulled into a sense of complacency by the circumstances of everyday life and that through the processes of the classroom, they can begin to envision and strive for something different for themselves.
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then students may be prepared for critical re-entry into an examination of everyday life. In a classroom environment that achieves such liberating intent, one of the potential outcomes is that the students themselves assume more responsibility for the class. Power is thus distributed amongst the group and the role of the teacher becomes much more mobile, not to mention more challenging. This encourages the growth of each student's intellectual character rather than a mere "mimicry of the professorial style."
802:, discuss in their criticisms the influences of many varied concerns, institutions, and social structures, "including globalization, the mass media, and race/spiritual relations", while citing reasons for resisting the possibilities to change. McLaren has developed a social movement based version of critical pedagogy that he calls revolutionary critical pedagogy, emphasizing critical pedagogy as a social movement for the creation of a democratic socialist alternative to capitalism.
855:(Rowman and Littlefield, 2004). In agreement with this perspective, Four Arrows, aka Don Trent Jacobs, challenges the anthropocentrism of critical pedagogy and writes that to achieve its transformative goals there are other differences between Western and Indigenous worldview that must be considered. Approaching the intersection of Indigenous perspectives and pedagogy from another perspective,
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goal based on social and political critiques of everyday life. Freire's praxis required implementation of a range of educational practices and processes with the goal of creating not only a better learning environment but also a better world. Freire himself maintained that this was not merely an educational technique but a way of living in our educative practice.
513:, and others, it is important to note that their work on critical pedagogy varies in focus. For example, some approach critical pedagogy from a Marxist perspective with a focus on socioeconomic class. Paulo Freire, on the other hand, writes about how critical pedagogy can lead to liberty and freedom of the oppressed and marginalized. Bell Hooks applies a
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informs, often unconsciously, their perceptions and actions when working with linguistic-minority and other politically, socially, and economically subordinated students." As teaching is considered an inherently political act to the critical pedagogue, a more critical element of teacher education becomes addressing implicit biases (also known as
549:", which is defined as the power and know-how to take action against oppression while stressing the importance of liberating education. "Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level."
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We cannot simply attempt to cultivate the intellect without changing the unjust social context in which such minds operate. Critical educators cannot just work to change the social order without helping to educate a knowledgeable and skillful group of students. Creating a just, progressive, creative,
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projects in Brazil and later was adapted to deal with a wide range of social and educational issues. Freire's pedagogy revolved around an anti-authoritarian and interactive approach aimed to examine issues of relational power for students and workers. The center of the curriculum used the fundamental
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When classes focus on complex issues such as racial discrimination, economic injustices, and inequities of class and gender, they should be taught by qualified faculty who have the depth of information and historical competence that such critical social issues warrant. Our society's deep and tangled
1049:
In 1992, Maxine
Hairston took a hard line against critical pedagogy in the first year college composition classroom and argued, "everywhere I turn I find composition faculty, both leaders in the profession and new voices, asserting that they have not only the right, but the duty, to put ideology and
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diversity. In order to respond to these changes, advocates of critical pedagogy call into question the focus on practical skills of teacher credential programs. "his practical focus far too often occurs without examining teachers' own assumptions, values, and beliefs and how this ideological posture
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Of course, achieving such a goal is not automatic nor easy, as he suggests that the role of the teacher is critical to this process. Students need to be helped by teachers to separate themselves from unconditional acceptance of the conditions of their own existence. Once this separation is achieved,
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Kristen Seas further explains: "Students reject the teacher's message because they see it as coercive, they do not agree with it, or they feel excluded by it." Karen
Kopelson concludes "that many if not most students come to the university in order to gain access to and eventual enfranchisement in
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Critical pedagogy explores the dialogic relationships between teaching and learning. Its proponents claim that it is a continuous process of what they call "unlearning", "learning", and "relearning", "reflection", "evaluation", and the effect that these actions have on the students, in particular
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Precisely by inculcating a critical attitude, the "canon" served to demythologize the conventional pieties of the
American bourgeoisie and provided the student with a perspective from which to critically analyze American culture and institutions. Ironically, the same tradition is now regarded as
961:"Resistance in this context thus occurs when students are asked to shift not only their perspectives, but also their subjectivities as they accept or reject assumptions that contribute to the pedagogical arguments being constructed." Karen Kopelson asserts that resistance to new information or
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Students sometimes resist critical pedagogy. Student resistance to critical pedagogy can be attributed to a variety of reasons. Student objections may be due to ideological reasons, religious or moral convictions, fear of criticism, or discomfort with controversial issues. Kristen Seas argues:
837:. In line with Kincheloe and Steinberg's contributions to critical pedagogy, the project attempts to move the field to the next phase of its evolution. In this second phase, critical pedagogy seeks to become a worldwide, decolonizing movement dedicated to listening to and learning from diverse
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Sharon O'Dair (2003) said that compositionists "focus almost exclusively on ideological matters", and further argues that this focus is at the expense of proficiency of student writing skills in the composition classroom. To this end, O'Dair explained that "recently advocated working-class
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Resistance is often, at the least, understandably protective: As anyone who can remember her or his own first uneasy encounters with particularly challenging new theories or theorists can attest, resistance serves to shield us from uncomfortable shifts or all-out upheavals in perception and
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Freire endorses students' ability to think critically about their education situation; this method of thinking is thought by practitioners of critical pedagogy to allow them to "recognize connections between their individual problems and experiences and the social contexts in which they are
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Critical teachers, therefore, must admit that they are in a position of authority and then demonstrate that authority in their actions in supports of students... s teachers relinquish the authority of truth providers, they assume the mature authority of facilitators of student inquiry and
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in Brazil, sought in this and other works to develop a philosophy of adult education that demonstrated a solidarity with the poor in their common struggle to survive by engaging them in a dialog of greater awareness and analysis. Although his family had suffered loss and hunger during the
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And due to the student-centeredness that critical pedagogy insists upon, there are inherent conflicts associated with the "large collections of top-down content standards in their disciplines". Critical pedagogy advocates insist that teachers themselves are vital to the discussion about
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Scholars who have worked in the field of critical pedagogy have also critiqued the movement from various angles. In 2016, Curry
Stephenson Malott, who had written several books about critical pedagogy and identified as a critical pedagogue, renounced and critiqued his previous work. In
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of people from around the planet. Kincheloe and
Steinberg also embrace Indigenous knowledges in education as a way to expand critical pedagogy and to question educational hegemony. Joe L. Kincheloe, in expanding on the Freire's notion that a pursuit of social change alone could promote
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characterized the goal of Giroux's form of critical pedagogy "to create political radicals", thus highlighting the antagonistic moral and political grounds of the ideals of citizenship and "public wisdom." These varying moral perspectives of what is right are to be found in what
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494:, the poor viewed him and his formerly middle-class family "as people from another world who happened to fall accidentally into their world". His intimate discovery of class and their borders "led, invariably, to Freire's radical rejection of a class-based society".
939:'s concept of "indeterminate zones of practice" illustrates how any practice, especially ones with human subjects at their center, are infinitely complex and highly contested, which amplify the critical pedagogue's unwillingness to apply universal practices.
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pedagogy that built on McLaren's revolutionary critical pedagogy but took "a distanced and expository position" to link the project more explicitly to communism. Yet he later abandoned that as a starting point and instead turned his attention to educational
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built on McLaren's revolutionary pedagogy by connecting it to the global class struggle and the history of the actually-existing workers' movements. As Curry Malott noted, "Critical pedagogy was created as a break from the
Marxism of Freire's
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Teachers must be aware of themselves as practitioners and as human beings if they wish to teach students in a non-threatening, anti-discriminatory way. Self-actualisation should be the goal of the teacher as well as the
463:, which was established in 1923. As an outgrowth of critical theory, critical pedagogy is intended to educate and work towards a realization of the emancipatory goals of critical pedagogy. The theory is influenced by
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classroom. In the later years of his life, Freire grew increasingly concerned with what he felt was a major misinterpretation of his work and insisted that teachers cannot deny their position of authority.
700:, and environmental theories all play a role in further expanding and enriching Freire's original ideas about a critical pedagogy, shifting its main focus on social class to include issues pertaining to
1591:"Peter McLaren, PhD | Professor, Distinguished Professor in Critical Studies; Co-Director, the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice"
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pedagogies privilege activism over "language instruction." Jeff Smith argued that students want to gain, rather than to critique, positions of privilege, as encouraged by critical pedagogues.
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who believed that inequality is a result of socioeconomic differences and that all people need to work toward a socialized economy. More recently, critical pedagogy can also be traced back to
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outlined by Freire where the structures of knowledge are left unexamined. To the critical pedagogue, the teaching act must incorporate social critique alongside the cultivation of intellect.
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Kincheloe, J. & Steinberg, S. (2008) Indigenous
Knowledges in Education: Complexities, Dangers, and Profound Benefits in Ed Denzin, N. Handbook of Critical and Indigenous Methodologies
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Giroux, H., 2007. Utopian thinking in dangerous times: Critical pedagogy and the project of educated hope. Utopian pedagogy: Radical experiments against neoliberal globalization, pp.25-42.
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problem-solving. In relation to such teacher authority, students gain their freedom--they gain the ability to become self-directed human beings capable of producing their own knowledge.
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601:, wrote the foreword. McLaren and Giroux co-edited one book on critical pedagogy and co-authored another in the 1990s. Among its other leading figures in no particular order are
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made him arguably the most celebrated critical educator. He seldom used the term "critical pedagogy" himself when describing this philosophy. His initial focus targeted adult
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of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action". Freire wrote the introduction to his 1988 work,
946:, who is greatly influenced by Freire, points out the importance of engaged pedagogy and the responsibility that teachers, as well as students, must have in the classroom:
403:. It subsequently spread internationally, developing a particularly strong base in the United States, where proponents sought to develop means of using teaching to combat
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Kopelson, Karen (2003). "Rhetoric on the edge of cunning: Or, the performance of neutrality (re) considered as a composition pedagogy for student resistance".
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is a magazine dedicated to critical pedagogy and issues of interest to critical educators. Many contemporary critical pedagogues have embraced
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Milstein, T., Pileggi, M., & Morgan, E. (Eds.) (2017). Environmental
Communication Pedagogy and Practice. London, UK: Routledge.
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1605:"Revolutionary Critical Pedagogy and the Struggle against Capital Today: An Interview with Peter McLaren I The Hampton Institute"
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students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling".
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where there is "only be one correct way to teach" as "veryone is assumed to be the same regardless of race, class, or gender".
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Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official
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Advocates of critical pedagogy insist that teachers, then, must become learners alongside their students, as well as students
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understanding-shifts in perception which, if honored, force us to inhabit the world in fundamentally new and different ways.
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pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social
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Salmani
Nodoushan, M. A., & Pashapour, A. (2016). Critical pedagogy, rituals of distinction, and true professionalism.
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One of the major texts taking on the intersection between critical pedagogy and
Indigenous knowledge(s) is Sandy Grande's,
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context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject
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because a pedagogy that requires a student to learn or a teacher to teach externally imposed information exemplifies the
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oppressive. The texts once served an unmasking function; now we are told that it is the texts which must be unmasked.
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The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race
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Critical pedagogy has been the subject of varied debates inside and outside the field of education. Philosopher
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or implicit stereotypes) that can subconsciously affect a teacher's perception of a student's ability to learn.
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and Shirley R. Steinberg have created the Paulo and Nita Freire Project for International Critical Pedagogy at
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Four Arrows (2011) Differing Worldviews: Two Scholars Argue Cooperatively about Justice Education (Sense)
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Critical pedagogy is the term used to describe what emerges when critical theory encounters education
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itself, the field of critical pedagogy continues to evolve. Contemporary critical educators, such as
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perspectives of the individual, of language, and of power, "while at the same time retaining the
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2215:"Making Marxist Pedagogy Magical: From Critique to Imagination, or, How Bookkeepers Set Us Free"
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O'Dair, Sharon (2003). "Class work: Site of egalitarian activism or site of embourgeoisement?".
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Seas, Kristen (2006). "Enthymematic Rhetoric and Student Resistance to Critical Pedagogies".
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Shor, I. (1980). Critical Teaching and Everyday Life. Boston, Massachusetts: South End Press.
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Teaching the Actuality of Revolution: Aesthetics, Unlearning, and the Sensations of Struggle
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cultural conflicts can neither be explained nor resolved by simplistic ideological formulas.
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emphasis on critique, disrupting oppressive regimes of power/knowledge, and social change".
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1635:"Becoming Through Revolutionary Pedagogy: An Interview with Curry Malott and Derek R. Ford"
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Education and the Production of Space: Political Pedagogy, Geography, and Urban Revolution
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anti-intellectualism, promotes a more balanced approach to education than postmodernists.
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are sometimes included in this category. Other critical pedagogues known more for their
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Another leading critical pedagogy theorist who Freire called his "intellectual cousin",
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Life in schools: An introduction to critical pedagogy in the foundation of education
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Smith, Smith (1997). "Students' Goals, Gatekeeping, and Some Questions of Ethics".
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Schon, Donald, A. (1995). "The new scholarship requires a new epistemology".
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radical politics at the center of their teaching." Hairston further confers,
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1972:"Critical Pedagogy and Teacher Education: Radicalizing Prospective Teachers"
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When students have power : negotiating authority in a critical pedagogy
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and democratic society demands both dimensions of this pedagogical progress.
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1695:"In Defense of Communism Against Critical Pedagogy, Capitalism, and Trump"
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A Dictionary of Research Methodology and Statistics in Applied Linguistics
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Critical pedagogy was founded by the Brazilian philosopher and educator
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Hairston, Maxine (1992). "Diversity, ideology, and teaching writing".
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Kincheloe, Joe (2008) Critical Pedagogy Primer. New York: Peter Lang
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1803:"Freire Project - Critical Cultural, Community, and Media Activism"
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Teaching to transgress : education as the practice of freedom
1246:. New York, NY: The Continuum International Publishing Group Inc.
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Teachers as Intellectuals: Toward a Critical Pedagogy of Learning.
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Pedagogy and the politics of hope: Theory, culture, and schooling
975:'the establishment,' not to critique and reject its privileges."
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their students. They must become experts beyond their field of
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Teachers, however, do not simply abdicate their authority in a
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Critical pedagogy has several other strands and foundations.
415:. As it grew, it incorporated elements from fields like the
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Giroux, H. (October 27, 2010) "Lessons From Paulo Freire",
1036:. Searle argued that critical pedagogy's objections to the
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Curry Malott and Derek R. Ford's first collaborative book,
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The rapidly changing demographics of the classroom in the
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Red Pedagogy: Native American Social and Political Thought
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Pedagogy of freedom: Ethics, democracy, and civic courage
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While prominent figures within Critical Pedagogy include
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has referred to as the tensions between traditional and
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The educational philosophy has since been developed by
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Critical Pedagogy is believed to have its roots in the
1535:"Foreword to Peter McLaren's Pedagogy of Insurrection"
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Standards-based education reform in the United States
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History and Education: Engaging the Global Class War
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History and Education: Engaging the Global Class War
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History and Education: Engaging the Global Class War
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641:, and Stephanie Ledesma. Educationalists including
923:argues that this is in direct opposition to the
2649:2020s controversies around critical race theory
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2040:Dewey, John. (1938). Experience and Education.
1210:The International Journal of Critical Pedagogy
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1639:Journal for Critical Education Policy studies
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8:
1873:: CS1 maint: multiple names: authors list (
1330:Teaching community : a pedagogy of hope
1506:. Tehran, Iran: Rahnama Press. p. 133.
1170:Kincheloe, Joe; Steinburg, Shirley (1997).
987:has resulted in an unprecedented amount of
569:matter, policy, mass media, or discourse. (
537:embedded". Realizing one's consciousness ("
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1770:Communist Study: Education for the Commons
1396:: CS1 maint: location missing publisher (
728:, and age. Much of the work also draws on
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70:Schooling and the Struggle for Public Life
29:
2019:
2017:
397:, who promoted it through his 1968 book,
329:that developed and applied concepts from
1981:. Winter: 97–122 – via teqjournal.
1417:. Chicago: University of Chicago Press.
1693:Malott, Curry Stephenson (2017-01-15).
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333:and related traditions to the field of
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2055:College Composition and Communication
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1937:College Composition and Communication
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1773:. Lanham, Maryland: Lexington Books.
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1579:https://doi.org/10.4324/9781315562148
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1178:: Open University Press. p. 24.
1151:Journal of Educational Technology, 13
517:perspective to critical pedagogy and
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2167:. New York: Peter Lang. p. 63.
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1235:
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1301:. New York: Rowman and Littlefield.
1040:are misplaced and/or disingenuous:
356:. The goal of critical pedagogy is
2787:Pedagogical movements and theories
2644:Cultural Marxism conspiracy theory
2192:. New York: Routledge. p. 2.
1502:Tavakoli, Hossein (May 19, 2012).
1206:"Problematizing Critical Pedagogy"
545:) is then a needed first step of "
218:Critical theory of maker education
25:
2163:Malott, Curry Stephenson (2016).
1286:. Boston, MA: Allyn & Bacon.
1011:, and immerse themselves in the
744:, and the discourse theories of
585:and others since the 1980s as a
487:Federal University of Pernambuco
1645:from the original on 2016-04-10
1633:Wubbena, Zane C. (2016-04-10).
859:examines the impacts of place.
816:Schooling in Capitalist America
2431:international relations theory
1861:10.1080/00091383.1995.10544673
1454:"Critical Pedagogy on the Web"
1271:. Boulder, CO: Westview Press.
609:, Patti Lather, Myles Horton,
348:are not distinct from acts of
1:
2659:Privilege (social inequality)
2335:Archetypal literary criticism
2213:Ford, Derek R. (2017-06-01).
2025:The Storm Over the University
1993:"Understanding Implicit Bias"
1519:Chronicle of Higher Education
979:Critical pedagogy of teaching
474:The Pedagogy of the Oppressed
2029:The New York Review of Books
1204:Breuing, Mary (2011-05-16).
807:Marx, Capital, and Education
364:through an awakening of the
1979:Teacher Education Quarterly
872:City University of New York
168:Teaching for social justice
2813:
2314:Outline of critical theory
1609:www.hamptoninstitution.org
915:banking model of education
857:critical pedagogy of place
786:Developments and critiques
425:Disability rights movement
340:It insists that issues of
337:and the study of culture.
2740:Pedagogy of the Oppressed
2714:Anti-oppressive education
2709:
2614:Hermeneutics of suspicion
1970:Bartolomé, Lilia (2004).
1889:"bell hooks on education"
1314:Pedagogy of the oppressed
1244:Pedagogy of the Oppressed
1172:Changing Multiculturalism
1142:Gottesman, Isaac (2016),
1104:Pedagogy of the Oppressed
933:Standards-based education
812:Pedagogy of the Oppressed
524:The influential works of
477:. Freire, a professor of
471:'s best-known 1968 work,
400:Pedagogy of the Oppressed
143:Anti-oppressive education
49:Pedagogy of the Oppressed
1738:. New York: Peter Lang.
956:Resistance from students
901:Critical Pedagogy Primer
56:Critical Pedagogy Primer
2782:Philosophy of education
2231:10.14288/ce.v8i9.186183
2188:Ford, Derek R. (2017).
1997:kirwaninstitute.osu.edu
1711:10.14288/ce.v8i1.186173
1666:Ford, Derek R. (2023).
1333:. New York: Routledge.
1282:McLaren, Peter (2003).
814:and Bowles and Gintis'
706:military identification
605:(Gloria Jean Watkins),
483:philosophy of education
323:philosophy of education
280:Political consciousness
163:Multicultural education
27:Philosophy of education
2729:Critical consciousness
1732:Malott, Curry (2016).
1533:philcsc (2016-01-09).
1316:. New York: Continuum.
1312:Freire, Paulo (1970).
1297:Freire, Paulo (1998).
1267:Giroux, Henry (1997).
1242:Freire, Paulo (2009).
1057:
1047:
972:
953:
906:
849:
615:Gloria Ladson-Billings
575:
366:critical consciousness
213:Critical consciousness
183:Public sphere pedagogy
173:Humanitarian education
2023:Searle, John. (1990)
1539:philcsc.wordpress.com
1146:(New York: Routledge)
1034:progressive education
870:, a professor at the
661:perspectives include
421:Civil rights movement
417:Human rights movement
244:Consciousness raising
148:Abolitionist teaching
2639:Critical rationalism
2451:medical anthropology
1767:Ford, Derek (2016).
1362:hooks, bell (1994).
1327:hooks, bell (2003).
571:Empowering Education
193:Feminist composition
153:Anti-bias curriculum
2371:applied linguistics
2031:, December 6, 1990.
1913:. (25) 4 (4): 429.
1523:Retrieved 10/20/10.
1110:Praxis intervention
1088:Critical psychology
758:rhizomatic learning
552:Critical pedagogue
441:postcolonial theory
2583:Siegfried Kracauer
2508:technical practice
2461:university studies
2446:management studies
2436:language awareness
2401:discourse analysis
2219:Critical Education
1895:. 28 January 2013.
1699:Critical Education
1483:English Department
1411:Shor, Ira (1996).
1098:John Asimakopoulos
998:implicit cognition
270:Ecological empathy
63:Learning to Labour
2797:Popular education
2777:Critical pedagogy
2764:
2763:
2756:Youth empowerment
2746:Popular education
2734:Critical pedagogy
2667:
2666:
2618:Critical realism
2609:Immanent critique
2604:Binary opposition
2558:Friedrich Pollock
2538:Theodor W. Adorno
2521:
2520:
2513:terrorism studies
1807:freireproject.org
1780:978-1-4985-3245-7
1745:978-1-4331-3399-2
1679:978-1-0880-7169-4
1253:978-0-8264-1276-8
835:McGill University
776:anti-essentialist
677:, and Matt Hern.
675:John Taylor Gatto
433:postmodern theory
429:Indigenous rights
319:Critical pedagogy
316:
315:
239:Hidden curriculum
208:Critical literacy
188:Popular education
117:Shirley Steinberg
34:Critical pedagogy
18:Critical Pedagogy
16:(Redirected from
2804:
2724:Conscientization
2694:
2687:
2680:
2671:
2654:Phallogocentrism
2588:Otto Kirchheimer
2493:security studies
2356:
2340:Deconstructivism
2319:Reconstructivism
2293:Frankfurt School
2272:
2265:
2258:
2249:
2243:
2242:
2210:
2204:
2203:
2185:
2179:
2178:
2160:
2154:
2153:
2125:
2119:
2118:
2090:
2079:
2078:
2050:
2041:
2038:
2032:
2021:
2012:
2011:
2009:
2008:
1999:. Archived from
1989:
1983:
1982:
1976:
1967:
1961:
1960:
1932:
1923:
1922:
1906:
1897:
1896:
1885:
1879:
1878:
1872:
1864:
1844:
1838:
1835:
1829:
1826:
1820:
1817:
1811:
1810:
1799:
1793:
1792:
1764:
1758:
1757:
1729:
1723:
1722:
1690:
1684:
1683:
1663:
1654:
1653:
1651:
1650:
1630:
1624:
1623:
1621:
1620:
1611:. Archived from
1601:
1595:
1594:
1587:
1581:
1575:
1569:
1566:
1549:
1548:
1546:
1545:
1530:
1524:
1514:
1508:
1507:
1499:
1493:
1492:
1490:
1489:
1475:
1469:
1468:
1466:
1465:
1456:. Archived from
1450:
1437:
1436:
1408:
1402:
1401:
1395:
1387:
1359:
1353:
1352:
1324:
1318:
1317:
1309:
1303:
1302:
1294:
1288:
1287:
1279:
1273:
1272:
1264:
1258:
1257:
1239:
1226:
1225:
1201:
1192:
1189:
1183:
1182:
1167:
1125:Social criticism
1093:Inclusive school
921:Joe L. Kincheloe
904:
897:Joe L. Kincheloe
883:student-centered
863:In the classroom
831:Joe L. Kincheloe
637:, Sandy Grande,
635:Dermeval Saviani
607:Joe L. Kincheloe
543:conscientização"
539:conscientization
492:Great Depression
461:Frankfurt School
384:political action
308:
301:
294:
275:Frankfurt School
260:Reconstructivism
30:
21:
2812:
2811:
2807:
2806:
2805:
2803:
2802:
2801:
2792:Critical theory
2767:
2766:
2765:
2760:
2705:
2698:
2668:
2663:
2627:social sciences
2592:
2568:JĂĽrgen Habermas
2548:Walter Benjamin
2533:Herbert Marcuse
2517:
2354:
2350:Technocriticism
2345:New historicism
2323:
2302:
2281:
2279:Critical theory
2276:
2246:
2212:
2211:
2207:
2200:
2187:
2186:
2182:
2175:
2162:
2161:
2157:
2130:College English
2127:
2126:
2122:
2107:10.2307/3594272
2095:College English
2092:
2091:
2082:
2052:
2051:
2044:
2039:
2035:
2022:
2015:
2006:
2004:
1991:
1990:
1986:
1974:
1969:
1968:
1964:
1949:10.2307/3594203
1934:
1933:
1926:
1911:Rhetoric Review
1908:
1907:
1900:
1887:
1886:
1882:
1865:
1846:
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1796:
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1766:
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1761:
1746:
1731:
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1692:
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1687:
1680:
1672:. Iskra Books.
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1202:
1195:
1190:
1186:
1169:
1168:
1164:
1160:
1139:
1137:Further reading
1134:
1083:Adult education
1078:
1021:
981:
958:
925:epistemological
905:
895:
865:
792:critical theory
788:
767:Radical Teacher
762:Michel Foucault
750:Antonio Gramsci
742:postcolonialism
591:a consciousness
457:critical theory
453:
437:feminist theory
380:social critique
375:conscientização
368:, based on the
331:critical theory
327:social movement
312:
265:Critical theory
28:
23:
22:
15:
12:
11:
5:
2810:
2808:
2800:
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2616:
2611:
2606:
2600:
2598:
2594:
2593:
2591:
2590:
2585:
2580:
2575:
2573:Alfred Schmidt
2570:
2565:
2560:
2555:
2550:
2545:
2543:Max Horkheimer
2540:
2535:
2529:
2527:
2523:
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2510:
2505:
2500:
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2480:
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2465:
2464:
2463:
2453:
2448:
2443:
2438:
2433:
2428:
2426:historiography
2423:
2418:
2413:
2408:
2403:
2398:
2393:
2388:
2383:
2378:
2373:
2368:
2366:animal studies
2362:
2360:
2353:
2352:
2347:
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2337:
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2329:
2325:
2324:
2322:
2321:
2316:
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2308:
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2303:
2301:
2300:
2298:Freudo-Marxism
2295:
2289:
2287:
2283:
2282:
2277:
2275:
2274:
2267:
2260:
2252:
2245:
2244:
2205:
2199:978-0367194376
2198:
2180:
2174:978-1433133985
2173:
2155:
2142:10.2307/378379
2136:(3): 299–320.
2120:
2101:(6): 593–606.
2080:
2067:10.2307/357563
2061:(2): 179–193.
2042:
2033:
2013:
1984:
1962:
1924:
1898:
1880:
1839:
1830:
1821:
1812:
1794:
1779:
1759:
1744:
1724:
1685:
1678:
1655:
1641:. p. 13.
1625:
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1570:
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1079:
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1074:
1020:
1017:
980:
977:
957:
954:
893:
864:
861:
787:
784:
754:Gilles Deleuze
651:Anti-schooling
643:Jonathan Kozol
631:Donaldo Macedo
611:Antonia Darder
452:
449:
388:self-actualize
342:social justice
314:
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311:
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203:Queer pedagogy
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107:Antonia Darder
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14:
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10:
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6:
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3:
2:
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2637:
2633:
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2623:
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2615:
2612:
2610:
2607:
2605:
2602:
2601:
2599:
2595:
2589:
2586:
2584:
2581:
2579:
2576:
2574:
2571:
2569:
2566:
2564:
2563:Leo Löwenthal
2561:
2559:
2556:
2554:
2551:
2549:
2546:
2544:
2541:
2539:
2536:
2534:
2531:
2530:
2528:
2524:
2514:
2511:
2509:
2506:
2504:
2501:
2499:
2498:social theory
2496:
2494:
2491:
2489:
2486:
2484:
2481:
2479:
2476:
2474:
2471:
2469:
2466:
2462:
2459:
2458:
2457:
2454:
2452:
2449:
2447:
2444:
2442:
2441:legal studies
2439:
2437:
2434:
2432:
2429:
2427:
2424:
2422:
2419:
2417:
2414:
2412:
2409:
2407:
2404:
2402:
2399:
2397:
2394:
2392:
2389:
2387:
2384:
2382:
2381:consciousness
2379:
2377:
2374:
2372:
2369:
2367:
2364:
2363:
2361:
2357:
2351:
2348:
2346:
2343:
2341:
2338:
2336:
2333:
2332:
2330:
2326:
2320:
2317:
2315:
2312:
2311:
2309:
2305:
2299:
2296:
2294:
2291:
2290:
2288:
2284:
2280:
2273:
2268:
2266:
2261:
2259:
2254:
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2250:
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2236:
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2224:
2220:
2216:
2209:
2206:
2201:
2195:
2191:
2184:
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2176:
2170:
2166:
2159:
2156:
2151:
2147:
2143:
2139:
2135:
2131:
2124:
2121:
2116:
2112:
2108:
2104:
2100:
2096:
2089:
2087:
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2076:
2072:
2068:
2064:
2060:
2056:
2049:
2047:
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2037:
2034:
2030:
2026:
2020:
2018:
2014:
2003:on 2018-04-07
2002:
1998:
1994:
1988:
1985:
1980:
1973:
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1876:
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1656:
1644:
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1636:
1629:
1626:
1615:on 2017-07-25
1614:
1610:
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1498:
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1474:
1471:
1460:on 2003-07-15
1459:
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1424:0-226-75354-9
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1375:0-415-90807-8
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1173:
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1163:
1157:
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1145:
1141:
1140:
1136:
1131:
1130:Student voice
1128:
1126:
1123:
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1118:
1116:
1115:Praxis School
1113:
1111:
1108:
1106:
1105:
1101:
1099:
1096:
1094:
1091:
1089:
1086:
1084:
1081:
1080:
1075:
1073:
1071:
1070:Peter McLaren
1067:
1061:
1056:
1051:
1046:
1041:
1039:
1038:Western canon
1035:
1031:
1026:
1018:
1016:
1014:
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1006:
1001:
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994:
990:
986:
985:United States
978:
976:
971:
966:
964:
955:
952:
947:
945:
942:Furthermore,
940:
938:
934:
930:
926:
922:
918:
916:
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898:
892:
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884:
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858:
854:
848:
843:
840:
836:
832:
828:
826:
821:
817:
813:
808:
803:
801:
800:Peter McLaren
797:
793:
785:
783:
781:
777:
773:
769:
768:
763:
759:
755:
751:
747:
743:
739:
738:Wilhelm Reich
735:
734:György Lukács
731:
727:
723:
719:
715:
711:
707:
703:
699:
695:
691:
687:
683:
678:
676:
672:
668:
664:
660:
656:
652:
648:
647:Parker Palmer
644:
640:
639:Michael Apple
636:
632:
628:
624:
620:
619:Peter McLaren
616:
612:
608:
604:
600:
599:Peter McLaren
596:
592:
588:
584:
579:
574:
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568:
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557:
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531:
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655:unschooling
627:Howard Zinn
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2473:psychiatry
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