Critical theory for schooling-education and society: Grounded in political economy

Abstract

The author addresses various "states of knowledge" that can assist practical critical educators achieve transitions from theory to practice. Critical theorists seek school and societal outcomes that favor bona fide democratic empowerment, social justice and broad inclusion of all our diverse populations. The epistemologies championed herein eschew any quests for certainties. The works of Marx, Gramsci, Dewey, Freire and others who are convinced that intelligence, competence and desire to rule ourselves characterize the human condition are presented to demonstrate liberatory projects that consider radical inclusion necessary for epistemological and moral reasons. In the absence of metaphysical and/or religious certainties we need not be paralyzed by inaction. We can rely on secular theories that are grounded in the experiential concreteness of everyday life in order to construct better - if not best - schools and societies. The interrelatedness between social class and "identity" politics is recognized in reference to the successful construction of a more just society and the schools that can help make this possible. © 2006 Springer.