The book begins with a clear and articulate expression of the reasons we need a critical discourse as we encounter a flood of neo liberal perspectives which are creating powerful, negative influences in education, across the world. Christensen and Aldridge call teachers to reject these notions and to see education as something inspirational that they participate in, alongside children co constructing learning together, serving and working to create better spaces and places for themselves and others around them - a developmentally appropriate, culturally sensitive education which “promotes human rights, justice and democracy; is a process of transformation” (Christensen & Aldridge, 2013, p3). The work addresses the fact that education should not be looked upon as a commodity; it should not be viewed as a marketable product but rather a dynamic, evolving, diverse and inclusive experience. The work rejects the market forces which pressure teachers to conform and use scripted programmes and standardised testing practices which are out moded and yet supported by powerful economic forces which seek to uphold the status quo and have little concern about the value of the learning experience or the accessibility of it, to the whole diverse range of people belonging to any society in our pluralistic, multi cultural, 21st century world.

Three criticisms of critical pedagogy are noted within the text and these are that the discourse is full of inaccessible language that is far too esoteric; that the work is based on a small range of theorists who are white Western European men and that critical pedagogues leave readers with little hope for the future in the midst of the criticisms that abound. The authors have made a real effort to address each of these concerns and woven throughout the book are ideas that carefully address each of these apprehensions. Chapter 2 alone introduces a useful glossary which assists readers to understand the discourse and will be helpful for those who are encountering the ideas for the first time. Subsequently each chapter goes further and after an academic discussion, suggests a range of practical teaching strategies which may be utilised by teachers wishing to teach in a transformational, democratic and inclusive way. The inclusion of these strategies is an important addition in terms of guiding teachers to actually see how they may incorporate these critically reflective, democratic teaching styles into their daily work with children.

The work has current parallels with the situation in Aotearoa/ New Zealand as our government launches into to its current controversial plans to introduce charter schools; and also in the recent past as it introduced national standards into our primary schools in the midst of a hail of protests from teachers; these moves are worthy of deep and critical reflection and this work encourages teachers and their students to be critical in their engagement with their practice as they operate in the midst of their local and global situation.

Students and teachers from Aotearoa/ New Zealand will also be able to draw some parallels between the American civil rights movement as it is discussed in Chapter 7 and the historical situation of the tangata whenua (people of the land) in Aotearoa/New Zealand. The chapter on discrimination is very powerful and somewhat shocking but it would be naive to suggest that there are no threads of similarity in Aotearoa/New Zealand.

One weakness that could be noted is that some of the discussion is definitely more relevant to the American context, yet I would contend that this is still important for all Aotearoa/New Zealand student teachers and practitioners because all too often we are swayed by powerful cultures such as the American culture which certainly influences political and economic, along with popular, cultures in this country.

Student teachers, emerging teachers and current practitioners will find this a very useful book which will be a clear asset to them as they prepare essays, reflections, think deeply and ponder their own teaching practice. Reading this work will assist teachers to think about what assumptions they are making, what can be improved and what the underlying forces are, that are pervading education currently. More than that it will help them to transform their critical thinking into possible alternative strategies for their teaching and their world. This is a passionate, beautifully written book which is an asset to the critical pedagogy discourse as it stands early on the 21st century.

Highly recommended

References

• Christensen, L. M., & Aldridge, J. (2013). Critical pedagogy for early childhood and elementary educators. New York, NY: Springer.