Critical awakening: Teaching and learning in a politicised world

Abstract

Our preservice teachers often lament that politics and philosophy of education is not relevant to them citing their goal of “just wanting to be teachers”. The purpose of this chapter is to introduce critical theory to an audience of educators. The chapter begins with a historical overview of the development of the philosophical tradition of social critical theory from its conception by the Frankfurt scholars in the early 20th century. Building upon its traditional roots, the chapter moves towards exploring the development of critical theory as a process of social analysis and critique. Five key elements of critical theory are explored and applied to educational contexts demonstrating a relationship between theory and education (Apple, 1979). In response to growing inequities in society and schools, this chapter positions critical theory as a fundamental means of connecting education, and the practices of teaching and learning, to social, economic and political life.