Tricia Kress

• Molloy College

In this postformal co-autoethnographic research, the authors explore the changing landscape of American research universities from their respective locations as mid-career, post-tenure critical pedagogy scholars. By using autobiographical narratives in parallel with a running discussion of rodent habits and habitats, they explore the influence of E...

Through a co/auto/ethnographic approach informed by a theoretical bricolage of critical pedagogy, place-based education, science education, human geography, feminism, and indigenous ways of knowing, the authors demonstrate the power of place in and as pedagogy. Using rich personal narratives, they reclaim their stories as an urban island-dweller an...

The first time I heard a Pink Floyd album was in the late ‘80s. I was with my older cousin who introduced me to The Wall. The good time, party rock scene of the ‘80s hair bands was beginning to fade alongside my preteen years, but popular music had yet to turn the corner to the ‘90s West Coast alternative rock scene, which would resonate with me in...

In this chapter, three generations of critical educators who have learned from Joe’s legacy put side-by-side their experiences with coming to, teaching with, and learning from radical listening. In doing so, the authors explore radical listening via their work in graduate, undergraduate, and high school contexts, offering a definition of radical li...

This chapter explores the critical literacy potential of the steampunk literature genre by examining Leviathan, the young adult steampunk novel written by Scott Westerfeld. Often subsumed under the genres of science or speculative fiction, steampunk is a genre all its own that takes as its point of departure the Victorian era when steam technology...

This edited volume supports implementation of a critical literacy of popular culture for new times. It explores popular and media texts that are meaningful to youth and their lives. It questions how these texts position youth as literate social practitioners. Based on theories of Critical and New Literacies that encourage questioning of social norm...

As we scan the literature about the history of education in the United States, we can easily see many lengthy debates around the purpose of education stretching back centuries, as far back as Horace Mann’s common school movement in the 1830s and beyond (Kleibard, 1995). Should schools educate for a democratic citizenry (Dewey, 2011)? Should they pr...

In this chapter, I use auto/ethnography, sociocultural theories, identity theory and critical pedagogy to make sense of disparities in the ways in which technology is (or isn’t) integrated into urban school curricula. First, I draw on my own experiences as a digital native at home, as a student in a technological high school and as a college instru...

Any educator will tell you that teaching is hard; it is exhausting, painful, frustrating and, at times, seemingly thankless. The difficulty of being a critical democratic educator who teaches with the desire of furthering social justice is tenfold. In previous articles (see Kress, 2010 and Kress, 2012) I have described the process of being and beco...

After reaffirming the practitioner as a researcher, this chapter outlines the myriad of research methodologies available for the CPResearcher. The chapter explains a variety of qualitative research methods (as these are the most common forms of Critical Praxis Research) and explains bricolage, a mixing of approaches that blurs research genre. The c...

In recognizing the importance of situating one’s Self in Critical Praxis Research, the author reveals her own be(com)ing as a Critical Praxis Researcher. By using a multi-genre approach she chronicles and then analyzes her own experiences with education in order to reveal the ways in which her own socio-historical situatedness informs who she is as...

Qualitative research is often thought of as the “answer” to the quantitative/positivist research “problem.” However, qualitative research has had a rather unsavory history of its own that illuminates the potentially problematic nature of Western research per se, not just positivistic research. By utilizing Denzin and Lincoln’s “eight moments” and d...

Using the motif of Christianity’s Seven Deadly Sins, this chapter addresses likely critiques of Critical Praxis Research. As such, the chapter troubles the arrogance of the CPResearcher, the envy of the research endeavor, the indulgence of involving ourselves in the lived experiences of others, the assumption that CPR is a slothful practice, and th...

As the opening chapter to Part III, this piece emphasizes the importance of community and solidarity in Critical Praxis Research. The author encourages her readers to seek out like-minded others to help stave off the insecurity that can dampen the spirits of CPResearchers. She emphasizes the need to both root ourselves and cast our work into the wo...

After addressing Critical Praxis Research design and methodology in Chapter 7, the author explores the issues of data analysis, interpretation, and representation for the CPResearcher. Throughout the discussion, the chapter emphasizes the CPResearcher as both a maker and interpreter of meaning, and demonstrates the possibilities of subjectivity. In...

In this last chapter of Part I of the text, the author details the philosophy of Critical Praxis Research as a methodology. She invites her readers to join her on a journey away from industrial, machine metaphors of education toward education for democracy. Inspired by the works of Freire, Giroux, Kincheloe, and other critical pedagogues, she urges...

This chapter provides the rationale for a critical, praxis-oriented research genre for teachers by problematizing how teacher research has been historically and traditionally perceived and positioned in society and academia. The author uses critical pedagogy to examine (a) what it means to identify as a teacher (generally, but also of urban student...

As a member of her university’s Institutional Review Board (IRB) and a CPResearcher, the author writes with particular insight into the ethics of Critical Praxis Research. Though she allows that some practitioner researchers see the IRB process as a foreboding troll hindering our work, she argues instead for an engagement with—and a furthering of—I...

This chapter provides a detailed discussion about positivist research and how it has emerged in social science and teacher research. It makes a case for moving beyond positivistic tendencies in teacher research because these methodologies require teachers to deny themselves as active participants in the research process. This omission of the Self f...

GIGI GRAY Freedom and peace, for which we are all yearning. May they endure. O, NYC High!1 O, NYC High, our sacred alma mater! Within your walls dwell friendliness and charm. In 1985, when computers first began to make a significant entrance into schools, the average student to computer ratio was 63:1, and the Internet was not even a figment of mos...

Critical theory and critical research are undeniably useful for revealing oppressive social structures and challenging the status quo in the realm of grand theory; yet, they are also useful for creating knowledge structures when academics deploy them on the ground. This article explores how critical theory and critical research can be used to criti...

This introduction provides a broad overview of the many ‘whys’ (existential, political, professional, and personal) for embracing critical pedagogy and critical research, which are reflected in this special issue as a whole. Scholar‐practitioners of critical pedagogy and critical research hail from many disciplines and utilize various theories and...

Who we are, our identities, as educators and learners cannot be considered separately from our histories and cultures. As such, many attempts at improving education for historically marginalized minority groups often revolve around finding ways to connect youth culture to curricula. What remains largely unexamined, however, are the history, culture...

"A dissertation submitted to the Graduate Faculty in Urban Education ... " Thesis (Ph. D.) -- City University of New York, 2006. Includes bibliographical references (leaves 147-150).