Critical pedagogy problematizes the relationship between education and politics, between sociopolitical relations and pedagogical practices, between the reproduction of dependent hierarchies of power and privilege in the domain of everyday social life and that of classrooms and institutions. In doing so, it advances an agenda for educational transformation by encouraging educators to understand the sociopolitical contexts of educative acts and the importance of radically democratizing both educational sites and larger social formations. In such processes, educators take on intellectual roles by adapting to, resisting, and challenging curriculum, school policy, educational philosophies, and pedagogical traditions. This article revisits the contributions of Antonio Gramsci and Paulo Freire to critical pedagogy, giving particular attention to the related concepts of hegemony and the intellectual.
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