Project For Critical Pedagogy
Professor Kincheloe founded The Paulo and Nita Freire International Project for Critical Pedagogy at the Faculty of Education, McGill University. Under Kincheloe's leadership the Freire Project is creating a global community of researchers and cultural workers in critical pedagogy. Kincheloe is considered one of the leading scholars in critical pedagogy, critical constructivism, the research bricolage, critical multicultural education, and contemporary curriculum discourses. He is the architect of a critical cognitive theory, having developed the notion of a critical postformal educational psychology. Postformalism focuses on exposing the unexamined power relations that shape cognitive theory and educational psychology in a larger liberatory effort to develop a psychology of possibility. Such a critical psychology focuses on typically underestimated human cognitive capacities, the socio-cultural construction of mind, collective intelligence, and the unexplored dimensions of human cognition. Postformalism posits that mainstream psychology has historically dismissed the cognitive abilities of those who fall outside of whiteness, the middle and upper socio-economic classes, dominant colonizing cultures, and patriarchy. In this context critical postformalism becomes a socially transformative psychology.
Read more about this topic: Joe L. Kincheloe
Famous quotes containing the words project and/or critical:
“The trenchant editorials plus the keen rivalry natural to extremely partisan papers made it necessary for the editors to be expert pugilists and duelists as well as journalists. An editor made no assertion that he could not defend with fists or firearms.”
—Federal Writers’ Project Of The Wor, U.S. public relief program (1935-1943)
“If our entertainment culture seems debased and unsatisfying, the hope is that our children will create something of greater worth. But it is as if we expect them to create out of nothing, like God, for the encouragement of creativity is in the popular mind, opposed to instruction. There is little sense that creativity must grow out of tradition, even when it is critical of that tradition, and children are scarcely being given the materials on which their creativity could work”
—C. John Sommerville (20th century)