Camp Critical Pedagogy
Sean Michael Morris (@slamteacher) Jesse Stommel (@Jessifer)
“To teach in a manner that respects and cares for the souls of our
students is essential if we are to provide the necessary conditions
where learning can most deeply and intimately begin.”
~ bell hooks, Teaching to Transgress
"As beings programmed for learning and who need tomorrow as
ﬁsh need water, men and women become robbed beings if they
are denied their condition of participants in the production of
tomorrow.” ~ Paulo Freire
What serves as the foundation of critical pedagogy?
Where does it start? What foot does it stand on?
Where can we ﬁnd the farthest reaches of critical
pedagogy? What are its most ambitious goals? What are
its most widespread concerns?
Where does critical pedagogy most threaten our balance? Where
does it seem impossible to sustain, difﬁcult to make practice, or a
challenge to even our imaginations?
Consider this idea: Critical pedagogy is a problem-solving
pedagogy. Is it possible that critical pedagogy itself is a problem
we must solve? If it is, what is the problem, and what is the
As you begin—or continue—your work in critical pedagogy,
what are you most worried about? What are you most excited
about? When do you encounter growing pains? When do you
want to move and grow more quickly?
What work do you want to do this weekend? What are you
prepared to do? What do you want to be prepared to do when
the weekend (or the Lab) is over?