Critical Pedagogy for Healing
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This is the first book to explicitly link healing and wellness practices with critical pedagogy. Bringing together scholars from Brazil, Canada, Malta and the USA, the chapters combine critical pedagogy and social justice education to reorient the conversation around wellness in teaching and learning. Working against white Eurocentric narratives of wellness in schools which focus on the symptoms, not the causes, of society's sickness, the authors argues for a "soul revival" of education which tackles, head on, the causes of dis-ease in society, from institutional racism, colonialism, xenophobia and patriarchy. The contributors provide fresh perspectives that address short-term goals of wellness alongside long-term goals of healing in schools and society by attending to underlying causes of social sickness. The chapters bridge theory and practice, bringing diverse historical and contemporary philosophical discussions around wellness into contact with concrete examples of the interconnections between wellness, education, and social justice. Examples of topics covered include: Buddhist practices for healing, Black liberation theology, hip hop pedagogy, anxiety and vulnerability, art therapy and story-telling.
Tricia M. Kress is Associate Professor in Educational Leadership for Diverse Learning Communities at Molloy College in Rockville Centre, NY, USA. She is co-editor of Paulo Freire’s Intellectual Roots (Bloomsbury, 2013).
Christopher Emdin is Associate Professor and Associate Director of the Institute for Urban and Minority Education at Teachers College, Columbia University, USA. He is the author of the New York Times bestselling For White Folks Who Teach in the Hood... and the Rest of Y'all Too (2017).
Robert Lake is Professor of Social Foundations of Education at Georgia Southern University, USA. He is co-editor of Maxine Greene and the Pedagogy of Social Imagination (2018).