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Why Doesn't This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy.
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Ellsworth, Elizabeth – Harvard Educational Review, 1989
The author maintains that the discourse of critical pedagogy is based on rationalist assumptions that give rise to repressive myths. She reflects on her role as a White, middle-class woman and professor developing an antiracist course with a diverse group of students. She critiques the concepts of empowerment, student voice, dialogue, and critical…
Descriptors: Dialogs (Language), Empowerment, Higher Education, Individual Power