Subjects
critical pedagogy, open education, open pedagogy, Freire, Greene, Critical Library Instruction
Document Type
Perspective
Abstract
In 2010, Accardi, Drabinski, and Kumbier published the edited collection Critical Library Instruction, which marked a turn to more broadly integrate critical theory into the practice and literature of librarianship. This article looks back ten years to trace how critical pedagogy continues to provoke librarians' reflective measurement of the coherence between theory and practice, whether in the classroom or in advocacy for open education. With Paulo Freire’s notion of unfinishedness and Maxine Greene’s metaphor of ’teacher as stranger,' the article explores the nature of teaching as a continuously reflective and creative act.
DOI
10.15760/comminfolit.2020.14.1.8
Persistent Identifier
https://archives.pdx.edu/ds/psu/33128
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Sinkinson, C. (2020). Teacher as Stranger: Unfinished Pathways with Critical Pedagogy. Communications in Information Literacy, 14 (1), 97-117. https://doi.org/10.15760/comminfolit.2020.14.1.8