Community Education and Critical Race Praxis: The Power of Voice

Autor/in	McKay, Cassandra L.
Titel	Community Education and Critical Race Praxis: The Power of Voice
Quelle	In: Educational Foundations, 24 (2010) 1-2, S.25-38 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-8248
Schlagwörter	Critical Theory; Education Courses; Community Education; Adult Basic Education; Adult Education; Adult Learning; Adult Students; Social Agencies; Teaching Methods; Models; African Americans; Social Justice; Social Action; Praxis Series + Suchen Sie Ihr Suchwort? Kritische Theorie; Fortbildungskurs; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Sozialisationsagentur; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Afroamerikaner; Soziale Gerechtigkeit; Soziales Handeln
Abstract	Critical pedagogy is an instructional approach to teaching that employs a theoretical framework by which social injustices are critiqued. This type of pedagogy encourages the learner to critique obstructions to the learner's full participation in society, and encourages critical collective action, through the engagement of the learner's experiential knowledge and social agency. Critical pedagogy, however, falls flat in addressing racially oppressive practices due to its shortsightedness on the intersectionality of race and class. In response to this shortsightedness, Critical Race Theory emerged to address specific social, political, educational, and economic concerns of race. When critical pedagogy and critical race theory (CRT) act in concert, adult education gives stage to the voice of the learner. The use of "voice" in education research is critical; conveying personal thoughts, feelings, desires and politics. It engages the reader to infer his or her own interpretations to the data. It is the interaction between voice of the participant and the interpretation of the reader that mirrors an exercise in critical pedagogy and celebrates the storytelling and counternarratives of Critical Race Theory. This article addresses the use of voice in educational theory by first portraying a playlet of an ongoing intellectual conversation among scholars, and then connects this dialogue to the exploration of the African American learner's silenced consciousness. The author gives stage to African American adult learners as they embrace their own counternarratives via their experience in an Afrocentric community education course. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10