Calls for Proposals: Critical Pedagogy in the 21st Century

deadline for submissions: 
December 15, 2018
full name / name of organization: 
LaFetra College of Education, University of La Verne

Call for Proposals: Critical Pedagogy in the 21st Century
Center for Educational Equity and Intercultural Research (CEEIR) ConferenceLaFetra College of Education, University of La Verne
March 2, 2019, 9AM-5PM, Abraham Campus Center The Center for Educational Equity and Intercultural Research (CEEIR) invites you to submit a
proposal for a paper presentation, poster, workshop, or performance at our 2nd annual conference on
March 2, 2019. This year’s theme, “Critical Pedagogy in the 21st Century” is a call to students,
educators, practitioners, scholars, and citizens to examine how and why critical pedagogy continues
to be an essential aspect of education in P-20 settings both in the United States and abroad.
The theme is particularly significant given recent events in Brazil, where a leading presidential
candidate has rejected the legacy of Paulo Freire, who famously led literacy campaigns in Brazil that
led to his exile under the military dictatorship of the 1960s. Over the last half-century, Freire’s ideas,
most commonly associated with his text Pedagogy of the Oppressed, have influenced popular
education, critical pedagogy, and social justice education efforts all over the world. In particular,
Freire’s humanizing pedagogy, and his call for the oppressed and oppressors to be liberated through
sustained praxis, has been a beacon of hope and inspiration for educators who see education as a
mechanism for liberation. Calls for Freire to be eliminated from educational discourse and policies in
Brazil signal that critical pedagogy is under assault on both local and global scales, at a time when
authoritarian regimes gain traction through policies and campaigns attacking women, ethnic groups,
immigrants, and LGBTQ people, among others.
Given these contextual factors and urgencies, we invite proposals that might address:
1) How is critical pedagogy defined and manifested in specific programs, efforts, or initiatives
across P-12 or higher education institutions?
2) How are educators, students, or scholars reconfiguring what we mean by critical pedagogy?
3) How has critical pedagogy evolved or changed over time to be more inclusive or exclusive?
4) How might critical pedagogy operate as an intervention to contemporary social, political,
economic or cultural dilemmas, at local, regional, national, or global scales?
5) Is critical pedagogy still an essential or meaningful approach to education as we move further
into the 21st century?
This list of questions is not exhaustive, and we will review all proposals that address critical pedagogy in a
substantive manner.
We ask that interested individuals send a short bio (150 words) and a 300-word abstract to explaining 1) what kind of presentation they would like to give (e.g.
paper, group panel, poster, workshop or performance) 2) what the presentation will address 3) how
the presentation will speak to the questions/ theme and 4) how the audience might be engaged
through the presentation.
Please send your proposals as a PDF/ Word file by December 15, 2018. Submissions will be
reviewed and acceptances will be sent out by December 31, 2018. Thank you.