In this article, I link critical pedagogical theory to practice through teaching-research activities in one southern inner-city elementary classroom. Critical pedagogy is explicated and critiqued, as are current literacy theory and practice, especially for African American students. A description of critical pedagogical activities used in the classroom is given, followed by a critique of such practices. In particular, the author examines the issues of power, privilege, social relations, and student resistance. The article concludes with recommendations for teaching and using critical pedagogy in the schools, as well as in the college classroom. The bridging of literacy, popular culture, and critical pedagogy is especially recommended.
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