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Being, Becoming and Breaking-free- Peter Mclaren and the Pedagogy of Liberation

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Peter McLaren BEING, BECOMING AND BREAKING-FREE: PETER MCLAREN AND THE PEDAGOGY OF LIBERATION Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, vol. 10, núm. 3, noviembre, 2009, pp. 256-281, Universidad de Salamanca España
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    Available in: http://www.redalyc.org/articulo.oa?id=201014898016   Red de Revistas Científicas de América Latina, el Caribe, España y Portugal Sistema de Información Científica Peter McLarenBEING, BECOMING AND BREAKING-FREE: PETER MCLAREN AND THE PEDAGOGY OF LIBERATIONTeoría de la Educación. Educación y Cultura en la Sociedad de la Información, vol. 10, núm. 3, noviembre,2009, pp. 256-281,Universidad de SalamancaEspaña   How to cite   Complete issue   More information about this article   Journal's homepage Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, ISSN (Electronic Version): 1138-9737revistatesi@usal.esUniversidad de SalamancaEspaña   www.redalyc.org Non-Profit Academic Project, developed under the Open Acces Initiative   Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información. http://www.usal.es/teoriaeducacion Vol. 10. Nº 3. Noviembre 2009   SER LIBRE, ACTUAR CON LIBERTAD Y LIBERARSE. PETER McLAREN Y LA PEDAGOGÍA DE LA LIBERACIÓN.  Resumen:  McLaren, en esta entrevista, reflexiona sobre diferentes enfoques en el ámbi-to de la pedagogía crítica y se detiene en interpretaciones que se han derivado de la obra de Freire, incidiendo en la necesidad de reflexionar sobre la propia práctica para encon-trar formas que posibilitan que personas oprimidas se conviertan en protagonistas de la historia. Así mismo, este autor explica como parte de su trabajo se centra en dar fuerza a los movimientos anti-capitalistas en Norte América y formular una alternativa al capita-lismo global, reflexionando sobre el papel que puede jugar en ello la pedagogía crítica. Destaca el papel clave del profesorado en el desarrollo de pedagogías anti-capitalistas en el seno de las actuales sociedades cambiantes, afectadas por acontecimientos interna-cionales como la elección de Obama o la crisis económica, donde las escuelas pueden convertirse en espacios para la producción de conocimiento crítico y para la acción so-ciopolítica. Palabras clave: movimientos anti-capitalistas, conocimiento crítico, acción sociopolíti-ca.   Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información. http://www.usal.es/teoriaeducacion Vol. 10. Nº 3. Noviembre 2009   BEING, BECOMING AND BREAKING-FREE: PETER MCLAREN AND THE PEDAGOGY OF LIBERATION Abstract: In this interview, McLaren reflects on different approaches to the field of critical pedagogy and lingers over interpretations derived from the work of Freire, un-derlining the need to reflect on practice itself in order to find ways which allow op- pressed people to become protagonists in history. Likewise, this author states that part of his work is focused on supporting anti-capitalist movements in North America and formulating an alternative to global capitalism, reflecting on the role which critical  pedagogy could play in this. He underlines the essential role of teachers in the develop-ment of anti-capitalist pedagogies within the heart of today’s changing societies, af-fected by international events such as the election of Obama or the financial crisis, in which schools can become spaces for the production of critical knowledge and for socio-political action. Keywords:  anti-capitalist movements, critical knowledge, socio-political action.   Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información. http://www.usal.es/teoriaeducacion Vol. 10. Nº 3. Noviembre 2009   BEING, BECOMING AND BREAKING-FREE: PETER MCLAREN AND THE PEDAGOGY OF LIBERATION Peter McLaren. mclaren@gseis.ucla.edu University of California. 1. You have been in the forefront of revolutionary critical pedagogy along with other  social scientists. Where does the break happen in the works of revolutionary critical  pedagogues from that of earlier educationists - the neo-Marxists like Michael Apple  or critical pedagogues such as Henry Giroux? I don’t see it so much as a break or rupture as coming to a fork in the road, a fortuitous crossroads of sorts —and deciding to take a different path, recognizing that the journey I had taken with fellow critical educators had been a long and arduous one, freighted with travails and tribulations, a voyage where a lot of learning had taken place and many important struggles had been initiated. Apple’s work was important to me as a graduate student because it was a clear exposition of a neo-marxist analysis of the North American curriculum and policy initiatives and Giroux’s work —where I find more similarities to Zygmant Bauman, Castoriadis, and the Frankfurt school than to the revo-lutionary Marxist tradition out of which my more recent work has emerged— remains important to me to this day; I consider Henry one of the most important public intellec-tuals of our generation and one of the most important critics of contemporary social formations, including the behemoth we refer to as neoliberalism. His creative and bril-liant work on so many topics has inspired an entire generation of intellectuals. What’s different among us? Well, I think many things, and I would point to the most significant as my preoccupation with the writings of Marx, my hoisting of class as a central con-cept in teacher education, and the creation of socialism for the twenty-first century and linking education to the worldwide struggle for socialism, and working towards the in-stauration of Marxist educational theory in North America, along with a few fellow travelers. That path was opened up to me, in part, by the work of British educationalists Dave Hill, Mike Cole, Glenn Rikowski and Paula Allman. Back in the mid 1980s, Mike Cole challenged me to subject my own work to a Marxist critique and I am glad that I obliged. Now I think your question leads to a more important question —what differentiates my work in general from the progressive tradition in North America? In

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