Peter McLaren | |
---|---|
Born | |
Spouse | Yan Wang |
Academic background | |
Alma mater | |
Thesis | Education as Ritual Performance (1984) |
Doctoral advisor | Richard Courtney [1] |
Influences | |
Academic work | |
Discipline | Pedagogy |
School or tradition | |
Institutions |
Peter McLaren (born 1948) is a Canadian-American scholar and is known as one of the leading architects of critical pedagogy. [6] He is known for his writings on critical literacy,sociology of education,cultural studies,critical ethnography,and Marxist theory.
McLaren is a practicing Catholic and identifies with Catholic social justice teaching and liberation theology. He is a strident critic of Christian nationalism and Catholic Integralism. [7]
Peter McLaren was born in Toronto,Ontario,on August 2,1948,and spent a brief time living in Winnipeg,Manitoba. He began writing creatively in grade school. [8]
He earned a Bachelor of Arts in English literature at University of Waterloo in 1973,attended Toronto Teachers College,and then earned a Bachelor of Education at the University of Toronto's Faculty of Education,a Masters of Education at Brock University's College of Education,and a Ph.D. at the Ontario Institute for Studies in Education.[ citation needed ] McLaren taught elementary and middle school from 1974-1979. [9]
After earning his doctorate in 1983,he served as a Special Lecturer in Education at Brock University,where,as a one-year sabbatical replacement,he specialized in inner-city education and language arts. When McLaren's contract was not extended,he decided to pursue an academic appointment in the United States.
McLaren taught at Miami University's School of Education and Allied Professions from 1985-1993,where he worked with Henry Giroux during a time when critical pedagogy was gaining traction in North American schools of education. McLaren also served as Director of the Center for Education and Cultural Studies and held the title of Renowned Scholar-in-Residence at Miami University before being recruited by the Graduate School of Education and Information Studies,University of California,Los Angeles,in 1993. [10]
In 2013,McLaren was appointed Distinguished Fellow in Critical Studies at Chapman University,Orange,California,where he worked until his retirement in 2023. He was co-director of the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice. [11] He is the honorary Director of the Center for Critical Studies in Education at Northeast Normal University,Changchun,China.
In 2019,McLaren published an autobiographical graphic novel with artist Miles Wilson.
McLaren converted from Anglicanism to Roman Catholicism when he was 35 and completing his dissertation. Subsequently,McLaren became interested in Catholic social justice teaching and liberation theology. [12] Since then McLaren’s work has been expressly Catholic and is critical of Christians who do not believe that the eschaton. [13]
McLaren believes that "all acts of violence generate forms of evil" and through evil and violence there can not be the Kingdom of God. [14]
After graduating, McLaren focused on educational theory, specifically exploring ethnography, pedagogy, curriculum, and multiculturalism. He was inspired by his undergraduate work with Elizabethan drama and William Morris, an English artist and socialist. Victor Turner, a symbolic anthropologist, was contemporaneously conducting research on rituals and how they related to dramaturgical theory and anthropology, and McLaren took inspiration from Turner. His first major publication, Schooling as a Ritual Performance Towards a Political Economy of Educational Symbols and Gestures in 1986, was based on his Ph.D. dissertation. [15]
McLaren's work from 1984 to 1994 closely stuck with the teachings of the Frankfurt School of social theory and critical philosophy. Each of McLaren's scholarly projects attempted to explore the construction of identity in school contexts within a neoliberal society. [15]
McLaren shifted focus after 1994 to critique the political economy, focusing on the social relations of production and its relation to the production of subjectivity and protagonist agency. During this time, he spent time in Latin America working with Chavistas in Venezuela and with labor and union leaders in Mexico and Colombia. [16]
McLaren began engaging with Marxist theory after meeting anti-imperialist activists in Latin America and began including aspects of it into his work. [16]
McLaren contributes to independent news outlets such as the LA Progressive. [17]
Peter McLaren was awarded an honorary doctorate by the University of Lapland, Finland, in 2004, by Universidad del Salvador, Buenos Aires, Argentina, in 2010, by the Universidad Nacional de Chilecito in La Rioja, Argentina, and the Centro de Estudios Latinoamericanos de Educación Inclusiva (CELEI), Chile, in 2021. [18] [19] He also received the Amigo Honorifica de la Comunidad Universitaria de esta Institucion by La Universidad Pedagogica Nacional, Unidad 141, Guadalajara, Mexico.
In 2005, McLaren cofounded La Fundacion McLaren de Pedagogía Critica with Sergio Quiroz Miranda, to promote critical pedagogy in Latin America. [20] On September 15, 2006 the Catedra Peter McLaren was inaugurated at the Bolivarian University of Venezuela
McLaren has been a fierce critic of Trumpism, stating that "Trump has put democracy on the slaughter bench of history." [21]
In January 2006, McLaren was named as one of the faculty in the Bruin Alumni Association's controversial "Dirty Thirty" project, which listed UCLA's most politically extreme professors. [22] The list was compiled by a former UCLA graduate student, Andrew Jones, who had previously been fired by his mentor David Horowitz for pressuring "students to file false reports about leftists" and for stealing Horowitz's mailing list of potential contributors to fund research for attacks on left-wing professors. [23]
Following Russia's military intervention in Ukraine, McLaren began publishing books and articles surrounding the war. He serves on the editorial board of the Ukrainian journal Philosophy of Education. [24]
McLaren is the author, co-author, editor, and co-editor of approximately forty books and monographs. His other work has appeared in scholarly journals and professional magazines internationally. His writings have been translated into over 20 languages. [25]
Books
Translations
McLaren debuted as a poet with his poem "The Despoiling of the American Mind" in MRZine. [26]
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Paulo Reglus Neves Freire was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. His influential work Pedagogy of the Oppressed is generally considered one of the foundational texts of the critical pedagogy movement, and was the third most cited book in the social sciences as of 2016 according to Google Scholar.
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.
Henry Armand Giroux is an American-Canadian scholar and cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory. In 2002, Keith Morrison wrote about Giroux as among the top fifty influential figures in 20th-century educational discourse.
Juha Suoranta is a Finnish social scientist, and public intellectual. He is currently professor in adult education at the University of Tampere. Previously he worked as professor of education at the University of Lapland (1997–2004), and Professor of Adult Education at the University of Joensuu (2004–2006). He is also adjunct professor in music education at the Sibelius Academy, Helsinki, and in media education at the University of Tampere. In sum he has published 38 books and umpteen scientific articles.
Pedagogy of the Oppressed is a book by Brazilian educator Paulo Freire, written in Portuguese between 1967 and 1968, but published first in Spanish in 1968. An English translation was published in 1970, with the Portuguese original being published in 1972 in Portugal, and then again in Brazil in 1974. The book is considered one of the foundational texts of critical pedagogy, and proposes a pedagogy with a new relationship between teacher, student, and society.
Joe Lyons Kincheloe was a professor and Canada Research Chair at the Faculty of Education, McGill University in Montreal and founder of The Paulo and Nita Freire International Project for Critical Pedagogy. He wrote more than 45 books, numerous book chapters, and hundreds of journal articles on issues including critical pedagogy, educational research, urban studies, cognition, curriculum, and cultural studies. Kincheloe received three graduate degrees from the University of Tennessee. The father of four children, he worked closely for the last 19 years of his life with his partner, Shirley R. Steinberg.
The ecopedagogy movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, while also attempting to foment forms of critical ecoliteracy. Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with Modern Stoic philosophy to create Stoic eco-pedagogy.
Egalitarian dialogue is a dialogue in which contributions are considered according to the validity of their reasoning, instead of according to the status or position of power of those who make them. Although previously used widely in the social sciences and in reference to the Bakhtinian philosophy of dialogue, it was first systematically applied to dialogical education by Ramón Flecha in his 2000 work Sharing Words. Theory and Practice of Dialogic Learning.
Peter Mayo is a Maltese professor, writer, and former head of the Department of Arts, Open Communities and Adult Education at the University of Malta. He is responsible for the UNESCO Chair in Global Adult Education at the same university.He holds a PhD in Sociology in Education, University of Toronto and a PhD in the programme of Estudios Artisticos, Leterarios y de la Cultura, Universidad Autónoma de Madrid.
Shirley R. Steinberg is an educator, author, activist, filmmaker, and public speaker whose work focuses on critical pedagogy, transformative leadership, social justice, and cultural studies. She has written and edited numerous books and articles about equitable pedagogies and leadership, urban and youth culture, community studies, cultural studies, Islamophobia, and issues of inclusion, race, class, gender, and sexuality. Steinberg was the Research Chair of Critical Youth Studies at the University of Calgary for two terms, executive director of the Freire Project freireproject.org, and a visiting researcher at University of Barcelona and Murdoch University. She has held faculty positions at Montclair State University, Adelphi University, Brooklyn College, The CUNY Graduate Center, and McGill University. Steinberg directed the Institute for Youth and Community Research at the University of the West of Scotland for two years.
The Rouge Forum is an organization of educational activists, which focuses on issues of equality, democracy, and social justice.
Problem-posing education, coined by the Brazilian educator Paulo Freire in his 1970 book Pedagogy of the Oppressed, is a method of teaching that emphasizes critical thinking for the purpose of liberation. Freire used problem posing as an alternative to the banking model of education.
Ernest Morrell is an American university professor, of both English and Africana Studies. In 2024, he is currently the Coyle Professor in Literacy Education at Notre Dame, the Director of the Notre Dame Center for Literacy Education and the Associate Dean for the Humanities and Equity in the College of Arts and Letters.
Antonia Darder is a Puerto Rican and American scholar, artist, poet and activist. She holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University. She also is Professor Emerita of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign.
Duncan Waite is professor of education and community leadership at Texas State University. He is editor of The International Journal of Leadership in Education and director of the International Center for Educational Leadership and Social Change. He received and M.A. and his Ph.D. in Curriculum and Supervision from the University of Oregon. He received his B.A. from the University of Michigan with teaching credentials from Michigan State University. His professional affiliations include the American Educational Research Association (AERA) and Council of Professors of Instructional Supervision (COPIS). He has served on the following editorial boards: Educar, International Studies in Educational Administration, Investigación Administrativa, Journal of Teacher Education, Scholar-Practitioner Quarterly, ScholarlyPartnershipsEdu, Senzor, The Journal of Creativity in Mental Health, The Turkish Journal of Educational Administration, World Studies in Education. Duncan Waite's research includes issues in educational leadership, educational policy, instructional supervision and curriculum. As a recognized international scholar, Waite's work includes publication in Spain, Turkey, Russia, and Portugal. He has been invited to deliver the keynote address at conferences in Russia, Norway, Spain, Chile, Scotland, Turkey, Portugal, and Australia.
James David Kirylo is professor of education at the University of South Carolina who teaches courses that examine concepts associated with critical pedagogy, curriculum theorizing, teacher leadership, diversity and literacy. Among other books, he is author of Teaching with Purpose: An Inquiry into the Who, Why, and How We Teach, A Turning Point in Teacher Education: A Time for Resistance, Reflection and Change, and Paulo Freire: The Man from Recife, which is one of the most comprehensive texts in English on the life and thought of Paulo Freire, significantly contributing to Freirean scholarship.
Pedagogy of Hope: Reliving Pedagogy of the Oppressed is a 1992 book written by Paulo Freire that contains his reflections and elaborations on his previous book Pedagogy of the Oppressed, with a focus on hope. It was first published in Portuguese in 1992 and was translated into English in 1994 by Robert Barr, with notes from Freire's widow Ana Maria Araújo Freire.
Teaching the Actuality of Revolution: Aesthetics, Unlearning, and the Sensations of Struggle is a 2023 book by American educational theorist, author and academic Derek R. Ford. The book, which is their eighth monograph, explores the intersection of aesthetics, pedagogy, and the experiential aspects of revolutionary movements. The book draws on diverse Marxist traditions, including those of Paulo Freire, Louis Althusser, Henri Lefebvre, Brian Becker, Peter McLaren, and Fredric Jameson, weaving their insights together to explore the revolutionary potentials in formal and informal education.
João M. Paraskeva is a Mozambican-born public intellectual, pedagogue, critical social theorist, and professor of education at the University of Strathclyde in Glasgow, Scotland. Paraskeva was born in Maputo, Mozambique, where he completed his elementary and high school education. He pursued higher studies at the Portuguese Catholic University and the University of Minho in Portugal. Paraskeva has held teaching positions at the University of Minho and in South Africa, Brazil, Spain, and Italy before moving to the United States. He also served as a Visiting Professor at Miami University in Oxford, Ohio.
[27] [28] [29] [30] [31] [32] [33] [34] [35] [36] [37] [38] [39] [40] [41] [42] [43] [44] [45] [46] [47] [48]