This page will be updated with resources as often as possible. The discourse around critical pedagogy in higher education is persistent and evolving, so while we recommend everyone search for the resources that best suit them, it can be difficult to know where to begin. We will link to some resources here and provide some key words to help you get started.
What is Critical Pedagogy?
Paulo Freire is widely considered to be a seminal author of critical pedagogy. His work, Pedagogy of the Oppressed (particularly Ch. 2), is heavily cited in discussions of critical pedagogy.
This first video (about 11 min) is a talk by Julio Cammarota, Associate Professor of Mexican American Studies at University of Arizona. He discusses the content and application of Paulo Freire’s 1970 book, Pedagogy of the Oppressed, widely considered to be a foundational text in the field of critical pedagogy.
The following video (about 15 min) is a high level look at Critical Pedagogy built by the Freire Project. It is composed of clips from interviews with CP advocates and scholars as well as clips from old and new educational settings. The overall feel of the video is catchy, quick, and a little scattered, but it highlights the important questions without getting caught in the theoretical, academic weeds.
What does critical pedagogy say about grades?
Jesse Stommel, a contributor to Ungrading, writes “I don’t grade student work, and I haven’t for 20 years. This practice continues to feel like an act of personal, professional, and political resistance. I’m still required to turn in final grades, by all of the institutions where I’ve worked, so I have students write self-reflections. The bulk of my “grading” time is spent reading these and adapting our course on the fly as I get to know the students. Over the years, I’ve gotten lots of questions about the what, why, and how of my approach. These are some of those questions and my answers” in Ungrading: An FAQ.
Are there any other frameworks?
Yes! While there are currently few, if any, other frameworks that focus specifically on the application of critical pedagogy, there are many frameworks or framework-adjacent tools available which address different pedagogical concepts and priorities. Here are a couple that we have found to be particularly useful.
The ACE Framework was built by the Open CoLab of Plymouth State University in the wake of the COVID-19 transition to emergency remote teaching in higher education. Given that foundation, ACE has broad applicability beyond emergency remote teaching.
In their words – “ACE stands for Adaptability, Connection, and Equity. ACE elevates three characteristics that are clear, context-sensitive, values-driven, and mission-aligned; we can use them to plan assignment-, course-, and institution-level responses to crisis (such as COVID-19) in the areas of our university that are connected to teaching and learning.”