Critical pedagogy remains a largely white-authored discourse despite recognizing difference.

Evidence

It’s very important to emphasize habit. It’s so difficult to change existing structures because the habit of repression is the norm. Education as the practice of freedom is not just about liberatory knowledge, it’s about a liberatory practice in the classroom. So many of us have critiqued the individual white male scholars who push critical pedagogy yet who do not alter their classroom practices, who assert race, class, and gender privilege without interrogating their conduct. — bell hooks, Teaching to Transgress, 280 (#exemplifies, via linked claim)

Yet it is clear that within the main strands of literature in this field little attempt has been made to develop a theoretical discussion of the processes through which ideas about race gain political salience and have an impact on patterns of political mobilization. Most studies have been largely descriptive and undertheorized, particularly as they have not sought in any meaningful sense to provide a theoretical framework for the analysis of race and political action. — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 2182 (#corroborates, via linked claim)

Categorization

• XREF: connects to: Scholars who advocate critical pedagogy often fail to embody it in their own classrooms — bell hooks, Teaching to Transgress: Education as…, 280; Race-and-politics scholarship remains largely descriptive and undertheorized — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 2182

Broader Connections

• Scholars who advocate critical pedagogy often fail to embody it in their own classrooms #exemplifies (0.78) — bell hooks, Teaching to Transgress, 280
• Race-and-politics scholarship remains largely descriptive and undertheorized #corroborates (0.72) — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 2182