Harvard Educational Review
  1. Winter 2007 Issue »

    Is Teaching for Social Justice Undemocratic?

    Eric B. Freedman
    In this article, Eric Freedman examines the extent to which critical pedagogy can be considered a democratic form of education. Comparing Paulo Freire’s notion of dialogue to Jürgen Habermas’s “ideal speech situation,” Freedman argues that such dialogue cannot realistically occur in educational situations where the teacher remains in an institutionalized position of power. This argument opens critical pedagogy to the charge of indoctrination. The author thus proposes three ways to align the practice more closely with democratic principles. The first is to employ a democratic procedure to develop school curriculum whenever possible. The second is to present multiple, competing positions on each social issue students are to discuss. Freedman’s final suggestion is to train students in a method of analyzing these competing positions that helps shed light on the causes of social inequalities.

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    Winter 2007 Issue

    Abstracts

    Symposium
    Equity and Access in Higher Education
    The Editors
    Community Colleges as Gateways and Gatekeepers
    Moving beyond the Access “Saga” toward Outcome Equity
    Alicia C. Dowd
    College Admissions in Twenty-First-Century America
    The Role of Grades, Tests, and Games of Chance
    Rebecca Zwick
    Test-Optional Admission at a Liberal Arts College
    A Founding Mission Affirmed
    Brian J. Shanley
    Expanding Equal Opportunity
    The Princeton Experience with Financial Aid
    Shirley M. Tilghman
    Is Teaching for Social Justice Undemocratic?
    Eric B. Freedman
    From Visibility to Autonomy
    Latinos and Higher Education in the U.S., 1965–2005
    Victoria-María MacDonald, John M. Botti, and Lisa Hoffman Clark

    Book Notes

    The Knowledge Deficit
    By E.D. Hirsch Jr.

    Case Studies of Minority Student Placement in Special Education
    By Beth Harry, Janette K. Klingner, Elizabeth P. Cramer, with Keith M. Sturges and Robert F. Moore.

    Qualities of Effective Teachers, Second Edition
    By James H. Stronge