Ellsworth, E. (1989). Why Doesn’t This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy. Harvard Educational Review, 59, 297-324.

has been cited by the following article:

• TITLE: The Re-Emergence of Critical Pedagogy: A Three-Dimensional Framework for Teacher Education in the Age of Teacher Effectiveness

  AUTHORS: Nicholas J. Shudak

  KEYWORDS: Teacher Education, Critical Pedagogy, Standardization, Teacher Effectiveness, Philosophy of Education, Democratic Education, Educational Theory, Paulo Freire, Philosophy for Children, p4c, Being, Becoming, Ontology, Epistemology, Ethics, Trust, Politics, Literacy

  JOURNAL NAME: Creative Education, Vol.5 No.11, June 24, 2014

  ABSTRACT: In light of the extensive treatment given over its thirty year existence, this article develops a framework for helping teachers understand the applicability and relevance of critical pedagogy in the classroom during this age of effectiveness and standardization. To do this, critical pedagogy is theoretically framed three-dimensionally. The purpose is to help teachers think through critical pedagogy in a way that might encourage them to analyze their own practices and thus create and enact critical pedagogies that are uniquely their own. The first dimension pertains to its contestedterrain. An understanding of critical pedagogy must begin with a disclaimer. This disclaimer suggests that though there are common objectives, there are key points of contestation. The second dimension, then, seeks to find the common ground. This dimension focuses on the commitments of critical pedagogy, and thus, the commitments of those who might try. Lastly, critical pedagogy impels teachers to use their classrooms to make life more humane. To aid in this task, teachers engaging in critical pedagogics take certainphilosophical positions, the third dimension of critical pedagogy.