A Revolutionary Critical Pedagogy Manifesto for the Twenty-First Century

Smith, Matthew Wilson; Ryoo, Jean J.; McLaren, Peter

doi:10.7459/es/27.3.05

Cited by 7 publications

(3 citation statements)

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“…Non-metaphorical capital has harmed poor communities of color, in the form of language loss, environmental destruction, and coerced assimilation (M. Smith, Ryoo, & McLaren, 2009). This has enacted an "unprecedented and extremely rapid transfer of wealth from the poorest strata of society to the richest" (Hickel & Khan, 2012, p. 215).…”

Section: Resultsmentioning

confidence: 99%

Should We Use a Capital Framework to Understand Culture? Applying Cultural Capital to Communities of Color

Hinton

2015

Equity & Excellence in Education

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Social science research on communities of color has long been shaped by theories of social and cultural capital. This article is a hermeneutic reading of metaphorical capital frameworks, including community cultural wealth and funds of knowledge. Financial capital, the basis of these frameworks, is premised on unequal exchange. Money only becomes capital when it is not spent, but is instead invested, manipulated, and exploited. Metaphorical capitals have been criticized as imprecise, falsely quantitative, and inequitable. Some research assumes that, rather than reinforcing economic class, metaphorical capital somehow nullifies class or replaces economic capital. Yet marginalized students, by definition, have been excluded by dominant culture. Compared to low socioeconomic status (SES) students of color, high SES students have a wealth of capital, in all forms. Metaphorical capital conjures the economic worldview of capitalism, imposing a capitalist, market-based worldview. Frameworks of metaphorical capital use neoliberal vocabulary, arguably endorsing capitalism's hegemony. The supposed metaphorical capital is not capital at all; by presenting it as capital, researchers' goals become inconsistent with their own theoretical frameworks. There may be better ways to theorize culture. This article concludes by proposing four frameworks-possibilities that interpret culture without relying on capital.

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Section: Resultsmentioning

confidence: 99%

Should We Use a Capital Framework to Understand Culture? Applying Cultural Capital to Communities of Color

Hinton

2015

Equity & Excellence in Education

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“…Precisely, South Africa might have missed the training of the mind but not the hands and senses. As argued by critical theorists, the mind controls everything, and educating the mind to become creative and critical could be the right thing to do (Freire, 1970(Freire, , 2003Giroux, 1985;Sen, 1999;Smith and Reo, 2009). Second, one cannot expect education to produce quality graduates when national states have engaged the overdrive gear into minimalist funding (see Vally and Spreen, 2006;Friesen, 2008).…”

Section: Unemployment As a Symbol Of Curriculum Injustices And Inequa...mentioning

confidence: 99%

Curriculum transformations in South Africa: some discomforting truths on interminable poverty and inequalities in schools and society

Ngobeni,

Chibambo,

Divala

2023

Front. Educ.

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In this study, we argue that the different curriculum reforms South Africa embarked on have not really helped break the existing socio-economic inequalities. Precisely, the various reforms (e.g., C2005, NCS, and CAPS) initiated by the South African government have been proved to be a flop and uninspiring considering that schools have remained spaces where inequalities, violence, vandalism, harassment, stratification, and various crimes continue to exist. Outside the schooling spaces, unemployment, poverty, xenophobia, robbery, GBVs, and different forms of crime have characterized South African society. Many educational researchers have also argued that these issues could symbolize a broken education system that is guided by shoddy policies. Accordingly, we sought to establish key issues that confront South African educational system to explain how these reproduce the apartheid-era-like inequalities. In the main, we established that neoliberal-minimalist policies have significantly influenced socio-economic inequalities in South Africa. We also established that educational researchers have failed to identify neoliberalism as the root cause of South Africa's inequalities. To achieve our goals, we utilized document analysis to explain and understand how various policies, practices, and powerful individuals have influenced these injustices. Theoretically, these debates have been guided by Paul Freire's “Critical Pedagogy” and Bourdieu's “Social-cultural Capital” mainly for their ability to illuminate power relations, exclusions, and inequalities through Symbolic Violence and depravations.

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“…McLaren, der für eine revolutionary critical pedagogy eintritt, streicht heraus, dass er nach anfänglicher Begeisterung für poststrukturalistische Analysen aufgrund entdeckter Schwächen zu deutlich marxistischer geprägten Ansätzen zurückkehrt, weil er dort stärker ökonomische Analysen, gesamtgesellschaftliche Perspektiven und revolutionäre Interessen vorfindet (vgl. McLaren 2010;Smith/Ryoo/McLaren 2009).…”

Section: Vom Leiden üBer Dialektik Kritik Und Reflexivität Zur Abschunclassified

Weiterbildungswiderstand : Eine kritische Theorie der Verweigerung

Holzer¹

2017

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A Revolutionary Critical Pedagogy Manifesto for the Twenty-First Century

Cited by 7 publications

References 0 publications

Should We Use a Capital Framework to Understand Culture? Applying Cultural Capital to Communities of Color

Should We Use a Capital Framework to Understand Culture? Applying Cultural Capital to Communities of Color

Curriculum transformations in South Africa: some discomforting truths on interminable poverty and inequalities in schools and society

Weiterbildungswiderstand : Eine kritische Theorie der Verweigerung

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