In this article the author examines theory, research, and theory into practice literature from the critical/social reconstructionist orientation as it relates to teacher education and classroom practice in social studies education. A critical perspective is explored from several angles including its historical development; its definition; its foundations in theoretical and research literature; critiques that have been offered; its strengths, weaknesses, and limitations; and, its implementation in classrooms. In the conclusion, the author makes a few recommendations for improving the incidence and quality of implementation of critical pedagogy in classrooms.
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