Peter McLaren

For the Australian footballer, see Peter McLaren (footballer). For the Canadian politician, see Peter McLaren (politician).

Peter McLaren
McLaren in 2015
Born	(1948-08-02) August 2, 1948 Toronto, Ontario, Canada
Spouse	Yan Wang
Academic background
Alma mater	University of Waterloo University of Toronto Brock University
Thesis	Education as Ritual Performance (1984)
Doctoral advisor	Richard Courtney
Influences	Paulo Freire Henry Giroux Emmanuel Levinas Karl Marx Paul Ricœur
Academic work
Discipline	Pedagogy
School or tradition	Critical pedagogy Marxist humanism
Institutions	Miami University University of California, Los Angeles Chapman University

Peter McLaren (born 1948) is a Canadian-American scholar and Emeritus Professor of Urban Education at the University of California, Los Angeles, having taught at UCLA from 1993 until 2013. Prior to that, he taught at Miami University of Ohio (1985-1993). Most recently, he served as a Distinguished Professor in Critical Studies at Attallah College of Educational Studies, Chapman University (2013-2023) until his retirement, where he was Co-Director of the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice. He is the Honorary Director of the Center for Critical Studies in Education at Northeast Normal University, Changchun, China.

McLaren is the author and editor of over forty-five books and hundreds of scholarly articles and chapters. His writings have been translated into over 20 languages.

McLaren is known as one of the leading architects of critical pedagogy, and for his scholarly writings on critical literacy, sociology of education, cultural studies, critical ethnography, and Marxist theory.

Professor McLaren draws from Marx's humanism and labor theory of value. He has always opposed Stalinism and communist totalitarian regimes. He identifies as a democratic socialist and is strongly opposed to fascism. He also identifies with Catholic social justice teaching and what has come to be known as liberation theology. Professor McLaren is a practicing Catholic. He is a strident critic of Christian nationalism and Catholic Integralism.

Life

Paulo Freire and Peter McLaren 1996

Peter McLaren was born in Toronto, Ontario, on August 2, 1948. He briefly lived in Winnipeg, Manitoba. His parents worked as a television salesman and telephone operator. He began writing creatively in grade school.

He earned a Bachelor of Arts in English literature at University of Waterloo in 1973, attended Toronto Teachers College, and went on to earn a Bachelor of Education at the University of Toronto's Faculty of Education, a Masters of Education at Brock University's College of Education, and a Ph.D. at the Ontario Institute for Studies in Education.

Peter McLaren hanging out with his elementary school students in Toronto, in the district of North York 1973.

McLaren taught elementary and middle school from 1974-1979.

Peter McLaren practising Kung Fu 1974

After earning his doctorate in 1983, he served as a Special Lecturer in Education at Brock University, where, as a one-year sabbatical replacement, he specialized in inner-city education and language arts. After the Dean did not follow through on his promised extension of McLaren's contract, McLaren decided to pursue an academic appointment in the United States. However, he remains on good terms with the faculty at Brock University, with whom he remains in a relationship of solidarity and friendship.

McLaren left Canada in 1985 to teach at Miami University's School of Education and Allied Professions, where he spent eight years working with colleague Henry Giroux during a time when the epistemology known as critical pedagogy was gaining traction in North American schools of education. McLaren also served as Director of the Center for Education and Cultural Studies and held the title of Renowned Scholar-in-Residence at Miami University before being recruited by the Graduate School of Education and Information Studies, University of California, Los Angeles, in 1993.

In 2013, McLaren was appointed Distinguished Fellow in Critical Studies at Chapman University, Orange, California.

In 2019, McLaren published an autobiographical graphic novel with artist Miles Wilson.

Career

First phase, 1980–1993

The theoretical orientations of the first ten years of McLaren's research and writing can be traced to his early undergraduate work in Elizabethan drama and theater arts and his graduate studies in symbolic anthropology, critical ethnography, and social semiotics. As a young man, McLaren had always admired the life and work of William Morris, author, poet, artist and craftsman, printer and calligrapher, formidable socialist and activist, businessman, and private individual. At the time that he enrolled in doctoral studies at the University of Toronto's Ontario Institute for Studies in Education (Institut d'Etudes Pedagogiques de L'Ontario), Victor Turner, the world-renowned symbolic anthropologist, was conducting path-breaking transdisciplinary work at the University of Virginia, bringing dramaturgical theory and anthropology into close collaboration, particularly as this applied to the study of ritual. McLaren soon became a scholar of Turner's work. After auditing a course at the Toronto Semiotics Institute taught by philosopher Michel Foucault and another by Umberto Eco, McLaren began to develop a transdisciplinary approach to the study of ritual. He found a rich transdisciplinary milieu in which to conduct his studies at Massey College, University of Toronto. Modeled after Balliol College, Oxford University, England, Massey College facilitates interdisciplinary collaboration among high-achieving graduate students from various departments on campus. Looking back at his educational experiences at Massey, it is not surprising that the work of performance theorists, political economists, anthropologists, dramaturgical theorists, literary critics, and symbolic interactionists informed the theoretical basis of his first major scholarly publication, Schooling as a Ritual Performance Towards a Political Economy of Educational Symbols and Gestures (first edition, Routledge, 1986; revised editions, 1994, 1997) which was based on his Ph.D. dissertation.

McLaren's early work from 1984 to 1994 spanned diverse intellectual and empirical terrains. He remained steadfast in his interest in the contemporary themes of the Frankfurt School: social psychology in the context of a lack of revolutionary social protest in Europe and the United States, a critique of positivism and science, developing a critical theory of art and representation; an interrogation of the mass media and mass culture; investigating the production of desire and identity; and the globalization of capitalism and forms of integration in neoliberal societies. In other words, when viewed against the major themes of the Frankfurt School, there was a fundamental coherence to his work as a whole.

Further, each of McLaren's scholarly projects attempted to explore the construction of identity in school contexts within a neo-liberal society. This meant engaging in numerous critical projects: exploring the debilitating effects of logical positivism in the social sciences and the assault on critical theory and critical ethnography; exploring the increasing colonization of the lifeworld by the mass media and developing a critical pedagogy of media literacy and political aesthetics of pedagogical experience; analyzing the decline of critical rationality in postmodern societies and the development of critical literacies; advancing in specific pedagogical terms the struggle to redefine the meaning of liberation and empowerment in an age of despair and cynicism; investigating the politics of post-liberal societies with specific reference to the practices of cultural racism and sexism, and developing an analysis of the production, distribution, consumption, and exchange of cultural objects in schools and larger social sites with an emphasis on the social construction of subjectivity.

In this early period, McLaren's research emphasized the development of critical emancipatory consciousness, self-conscious reason, and the centrality of nonidentity thinking towards a non-essentialist view of revolutionary consciousness grounded in a theory of intersubjective understanding through language. Practically, his work attempted to create an oppositional cultural politics that enabled teachers and students to analyze how the dominant and negotiated meanings that inform classroom texts were produced and to uncover the ideological and political meanings that circulated within them. Through critical reading strategies, McLaren attempted to illuminate the dominant pedagogical codes of teachers and the normative codes within classroom cultures of students. His purpose was to create alternative readings as well as new pedagogical practices. In this sense, as McLaren was formulating it, critical pedagogy attempted to reengage a social world that operates under the assumption of its collective autonomy and remains resistant to human intervention.

In his early work, McLaren engaged four main strands in educational theory and studies: critical ethnography, critical pedagogy, curriculum studies, and critical multiculturalism.

Second phase, 1994–present

McLaren's work during the past several decades is not so much a break from his early work as an extension of it. A discernible shift occurred in the sense that he now focuses more on a critique of political economy. But his early work also included a critique of capitalism, except during that time McLaren operated from primarily a Weberian understanding of class and was concerned at that time with the politics of consumption and lifestyle/identity. McLaren's new turn saw him focus on the social relations of production and its relation to the production of subjectivity and protagonist agency. Between 1994 up to the present, McLaren's work is less directed at the classroom per se, and more focused on issues such as a critique of political economy, cultural contact and racial identity, anti-racist/multicultural education, the politics of white supremacy, resistance and popular culture; the formation of subjectivity, the coloniality of power and decolonial education; revolutionary critical pedagogy informed by a Marxist humanist analysis and liberation theology.

During this time McLaren began spending time in Latin America – working with Chavistas in Venezuela and with labor and union leaders in Mexico and Colombia and becoming more interested in Marxist critique of political economy. McLaren came to believe that postmodern theory could be quite a reactionary approach in so far as it failed to challenge with the verve and sustained effort that is demanded of the times the social relations of capitalist production and reproduction. While McLaren adopted the term, critical postmodernism, or resistance postmodernism, to describe his work up until the late 1990s, he recognized that he needed to engage the work of Karl Marx and Marxist thinkers.

The more McLaren began engaging in the work of Marx, and meeting social activists driven by Marxist anti-imperialist projects throughout the Americas, he no longer believed that the work on "radical democracy" convincingly demonstrated that it was superior to the Marxist problematic. It appeared to McLaren that, in the main, such work had despairingly capitulated to the inevitability of the rule of capital and the regime of the commodity. That work, along with much of the work in post-colonialist criticism, appeared to McLaren as too detached from historical specificities and basic determinations. McLaren believed that Marxist critique more adequately addressed the differentiated totalities of contemporary society and their historical imbrications in the world system of global capitalism. Rather than employ the term critical pedagogy, McLaren now uses the term that the British educator Paula Allman has christened revolutionary critical pedagogy. McLaren describes his current work as Marxist humanist, a term developed by Raya Dunayevskaya, who once served as Trotsky's secretary in Mexico and who developed the tradition of Marxist humanism in the US. McLaren's work constitutes counterpoint to the way social justice is used in progressive education by inviting students to examine critically the epistemological and axiological dimensions of democracy in the light of a Marxist critique of political economy and the coloniality of power (a term developed by Anibal Quijano). McLaren's work today comprises poetry, reflections on his activist work in Venezuela, Mexico, and other countries, contributions to critical theory, and Marxist analysis as applied to current educational policy and reform initiatives.

Pedagogy

The school building (in La Escuela Normal Superior de Neiva) named after Peter McLaren in Neiva, Colombia

Marxist theory has provided McLaren with a fundamentally necessary approach to praxis to contextualize changes in the socio-political and economic sphere related to education. Through McLaren's current re-engagement with Marx and the tradition of historical materialism, McLaren supports the work of colleagues who pave the way for new generations of educators to encounter Marx.

In 2017, McLaren engaged in dialogue with Nobel Prize-winning economist Vernon Smith at Chapman University. Despite their apparent ideological differences – McLaren, a Marxist humanist, and Smith, a libertarian – the exchange revealed common ground. The scholars from working-class backgrounds explored topics from early careers to influences like liberation theology and economic necessity. Their six-day, 12,000-word email exchange showcased that differences need not hinder meaningful dialogue.

McLaren converted from his Anglican roots to Roman Catholicism when he was 35 and completing his dissertation. Subsequently, McLaren became interested in Catholic social justice teaching and liberation theology. Since then, McLaren’s work has been expressly Catholic, and his eschatological position is that the eschaton has already arrived and that humanity is called to respond to the injunction by Christ to love our neighbor and bring justice to the world. McLaren's work is critical of Christians who postpone the eschaton, thus failing to heed Christ's call to social justice In the here and now. Those theologies that do not accept the eschaton as having arrived are tools deliberately used by the masters of this world to prevent Christ's message from revolutionizing the world and bringing about the messianic kingdom on earth.

McLaren has also been compared to Francis of Assisi. In another instance, it has been stated that McLaren work is "a testimony to an examined life in the service of humanity" and he follows Jesus, who chose the path of non-violence. McLaren pointed out that ”all acts of violence generate forms of evil” and through evil and violence there can not be the Kingdom of God.

McLaren and the Right Wing

Right-wing Catholic Christopher Rufo, a leading critic of Critical Race Theory who is closely aligned to Florida Governor Ron DeSantis, has accused McLaren of “the ruthless application of politics to the most intimate recesses of the human spirit” in his book, America's Cultural Revolution: How the Radical Left Conquered Everything. McLaren has responded to Rufo, accusing him of pseudo-intellectualism, a failure to understand the fundamentals of critical theory and critical pedagogy and attempting to create moral panic around critical pedagogy that resembles the "Red Scare" tactics of the 1950s.

McLaren has been a fierce critic of Trumpism, stating that "Trump has put democracy on the slaughter bench of history."

In January 2006, McLaren was caught up in the Bruin Alumni Association's controversial "Dirty Thirty" project, which listed UCLA's most politically extreme professors. The list was compiled by a former UCLA graduate student, Andrew Jones, who had previously been fired by his mentor David Horowitz for pressuring "students to file false reports about leftists" and for stealing Horowitz's mailing list of potential contributors to fund research for attacks on left-wing professors. The Association offered students up to $100 for tapes of lectures that show how "radicals" on the faculty are "actively proselytizing their extreme views in the classroom." McLaren topped the list at number one; Doug Kellner, also in the School of Education and Information Studies at UCLA, was number three.

Bibliography

McLaren is the author, co-author, editor, and co-editor of approximately forty books and monographs. Several hundred of his articles, chapters, interviews, reviews, commentaries, and columns have appeared in dozens of scholarly journals and professional magazines worldwide.

Books

• The War in Ukraine and America. DIO Press, 2022.
• Critical Pedagogy Manifesto. Teachers of the World Unite. DIO Press, 2021.
• He Walks Among Us: Christian Fascism Ushering in the End of Days. DIO Press, 2020.
• Postdigital Dialogues on Critical Pedagogy, Liberation Theology, and Information Technology (with Petar Jandric). Bloomsbury Academic, 2020.
• Breaking Free: The Life and Times of Peter McLaren, Radical Educator (with M. Wilson). Myers Education Press, 2019.
• Pedagogy of Insurrection: From Resurrection to Revolution. Peter Lang, 2016.
• Revolutionizing Pedagogy: Educating for Social Justice Within and Beyond Global Neo-liberalism (with S. Macrine, S., and D. Hill, Eds). Palgrave Macmillan, 2010.
• Academic Repression: Reflections from the Academic Industrial Complex (with A. Nocella, S. Best, S., Eds.) (2010). AK Press, 2010.
• Havoc of Capitalism. Educating for Social and Environmental Justice (with G. Martin, D. Houston, D., & Suoranta, J., (Eds.). Sense Publishers, 2010.
• Critical Pedagogies of Consumption: Living and Learning in the Shadow of the "Shopocalypse" (with Sandlin, J.A.). Routledge, 2019.
• Pedagogy and Praxis in the Age of Empire (with N. Jaramillo). Sense Publishers, 2007.
• Rage + Hope. Peter Lang, 2006.
• Capitalists and Conquerors. Rowman and Littlefield, 2005.
• Teaching Against Global Capitalism and the New Imperialism (with R. Farahmandpur). Rowman and Littlefield, 2005.
• Red Seminars: Radical Excursions into Educational Theory, Cultural Politics, and Pedagogy. Hampton Press, 2005.
• Marxism Against Postmodernism in Educational Theory (with D. Hill, M. Cole, & G. Rikowski). Lexington Books, 2002.
• Red Chalk (with M. Cole, D. Hill, and G. Rikowski). The Tufnell Press, 2000.
• Che Guevara, Paulo Freire, and the Pedagogy of Revolution. Rowman and Littlefield, 2000.
• Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education, 1998.
• Revolutionary Multiculturalism: Pedagogies of Dissent for the New Millennium. Westview Press, 1997.
• Counternarratives (with H. Giroux, C. Lankshear & M. Peters). Routledge, 1997.
• Critical Pedagogy and Predatory Culture. Routledge, 1995.
• Schooling as a ritual performance. Routledge, 1986.
• Cries from the corridor: The new suburban ghettos. Methuen, 1980.

Translations

• Sociedad, cultura y escuela (with Henry A. Giroux) (1988)
• Pedagogia crítica y postmodernidad (1992)
• Hacia una pedagogía crítica de la formación de la identidad posmoderna (1993)
• Pedagogía crítica, resistencia cultural y la producción del deseo (1994)
• Rethinking Media Literacy (1994)
• Multiculturalismo Critico (1997)
• Utopias Provisorias: As Pedagogias Criticas num cenario pos-colonial (1999)
• Pedagogia, poder e identidad (Spanish) (1999)
• A Pedagogia da Utopia (2001)
• Kriittinen Pedagogiikka (with Henry Giroux) (2001)
• Pedagogia Revolucionaria Na Globalizacao (with Ramin Farahmandpur) (2002)
• Pedagogia Critica: Contra o Imperio (2007)
• La Pedagogia Critica Revolucionaria: El Socialismo y los Desafios Actuales (2012)

McLaren debuted as a poet with his poem "The Despoiling of the American Mind" in MRZine.

Recent developments

Following Russia's military intervention in Ukraine, McLaren actively engaged in discussions and debates concerning the conflict. He has published a book and several articles on the topic, highlighting the impact of the war and its consequences. Some of his texts have been translated into Ukrainian. Through his work, McLaren sought to shed light on the situation's complexities and contribute to the discourse on finding a peaceful resolution. McLaren serves on the editorial board of the Ukrainian journal Philosophy of Education.

Peter McLaren was interviewed by Mia Funk, founder of The Creative Process international educational initiative, podcast, and traveling exhibition. Other interviewees include Julian Lennon, Arnold Schwarzenegger, Liza Featherstone, Jericho Brown, Dr. Farhana Sultana, Richard D. Wolff, Dr. Eban Alexander, Avi Loeb, Peter Singer, Joyce Carol Oates, Ruth Bader Ginsburg and Noam Chomsky.

Honorary doctorates

Peter McLaren was awarded an honorary doctorate by the University of Lapland, Finland, in 2004, by Universidad del Salvador, Buenos Aires, Argentina, in 2010, by the Universidad Nacional de Chilecito in La Rioja, Argentina, and the Centro de Estudios Latinoamericanos de Educación Inclusiva (CELEI), Chile, in 2021. He also received the Amigo Honorifica de la Comunidad Universitaria de esta Institucion by La Universidad Pedagogica Nacional, Unidad 141, Guadalajara, Mexico.

La Fundacion McLaren de Pedagogía Critica

Sergio Quiroz and Peter McLaren in Chiapas Mexico 2014

In 2005, Professor Sergio Quiroz Miranda established La Fundacion McLaren de Pedagogía Critica along with Peter McLaren to develop a knowledge of critical pedagogy throughout Mexico and to promote projects in critical pedagogy and popular education throughout Latin America and the Caribbean. On September 15, 2006 the Catedra Peter McLaren was inaugurated at the Bolivarian University of Venezuela.

See also

• John Asimakopoulos § Transformative Studies Institute
• Critical consciousness
• Ecopedagogy
• Frantz Fanon
• Liberation psychology
• Post-structuralism
• Praxis intervention
• Praxis school
• Queer pedagogy
• Radical Teacher
• Structuralism
• List of University of Waterloo people

References

Works cited

• Borg, Carmel; Mayo, Peter; Sultana, Ronald (1994). "Revolution and Reality: An Interview with Peter McLaren". Education. 5 (2): 2–12. Retrieved 1 October 2020.
• Cruz, Ana L. (2013). "Paulo and Nita: Sharing Life, Love and Intellect – An Introduction". International Journal of Critical Pedagogy. 5 (1): 5–10. ISSN 2157-1074. Retrieved 18 September 2020.
• Cummings, Jordy (2015). "The Abode of Educational Production: An Interview with Peter McLaren". Alternate Routes. 26: 354–375. ISSN 1923-7081. Retrieved 1 October 2020.
• Eryaman, Mustafa Yunus, ed. (2009). Peter McLaren, Education, and the Struggle for Liberation. New York: Hampton Press.
• Kennedy, Lynda (2014). "Peter McLaren: Intellectual Instigator". In Totten, Samuel; Pedersen, Jon E. (eds.). Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volume 4: Critical Pedagogues and Their Pedagogical Theories. Charlotte, North Carolina: Information Age Publishers. pp. 237–256.
• Macrine, Sheila (2016a). Foreword. This Fist Called My Heart: The Peter McLaren Reader. By McLaren, Peter. Pruyn, Marc; Huerta-Charles, Luis M. (eds.). Vol. 1. Charlotte, North Carolina: Information Age Publishers.
• Macrine, Sheila (2016b). Introduction. This Fist Called My Heart: The Peter McLaren Reader. By McLaren, Peter. Pruyn, Marc; Huerta-Charles, Luis M. (eds.). Vol. 1. Charlotte, North Carolina: Information Age Publishers.
• Malott, Curry Stephenson (2016). "The Dialectics of This Fist: A Preface". This Fist Called My Heart: The Peter McLaren Reader. By McLaren, Peter. Pruyn, Marc; Huerta-Charles, Luis M. (eds.). Vol. 1. Charlotte, North Carolina: Information Age Publishers. pp. xxiii–xxiv.
• McLaren, Peter (1995). Critical Pedagogy and Predatory Culture. London: Routledge.
• McLaren, Peter (2015). "Self and Social Formation and the Political Project of Teaching: Some Reflections". In Porfilio, Brad J.; Ford, Derek R. (eds.). Leaders in Critical Pedagogy: Narratives for Understanding and Solidarity. Leaders in Educational Studies. Vol. 8. Rotterdam, Netherlands: Sense Publishers. pp. 127–139. doi:10.1007/978-94-6300-166-3_10. ISBN 978-94-6300-166-3.
• Pruyn, Marc; Huerta-Charles, Luis M., eds. (2005). Teaching Peter McLaren: Paths of Dissent. New York: Peter Lang Publications.
• Pruyn, Marc; Huerta-Charles, Luis M. (2007). "Introduction: Teaching Peter McLaren; The Scholar and This Volume". In Pruyn, Marc; Huerta-Charles, Luis M. (eds.). Teaching Peter McLaren: Paths of Dissent. New York: Peter Lang Publications.
• Reitz, Charles (2013). Crisis of Commonwealth: Marcuse, Marx, McLaren. Lanham, Maryland: Lexington Books.
• Smith, David Geoffrey (2009). "Engaging Peter McLaren and the New Marxism in Education". Interchange. 40 (1): 93–117. doi:10.1007/s10780-008-9082-z. ISSN 1573-1790. S2CID 144867904.
• Smith, Matthew David; Rodriguez, Arturo (2013). "Peter McLaren". In Kirylo, James D. (ed.). A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know. Transgressions. Rotterdam, Netherlands: Sense Publishers. pp. 101–104. doi:10.1007/978-94-6209-374-4_26. ISBN 978-94-6209-374-4. ISSN 2214-9740.

External links

Peter McLaren's webpages and CV

• Official website
• Peter McLaren's testimony in the "Cold War Truth Commission" on Sunday, March 21, 2021

Peter McLaren's text

• Toward a Red Theory of Love, Sexuality and the Family by Peter McLaren and Lilia D. Monzo, Iberoamérica Social, December 2014 Issue
• Brothers and Sisters in the Struggle to Rebuild the World by Peter McLaren, Iberoamérica Social, November 2014 Issue
• Austerity/Immiseration Capitalism: What Can We Learn From Venezuelan Socialism? by Peter McLaren and Mike Cole, Iberoamérica Social, May 2014 Issue
• An American Scene by Peter McLaren, Iberoamérica Social, December 2013 Issue
• Living in the Nightwatchman State: A Riposte to Despair by Peter McLaren, Iberoamérica Social, September 2013 Issue
• Rage and Hope by Peter McLaren, Iberoamérica Social, August 2013 Issue
• Che Guevara, Paulo Freire, and the Politics of Hope: Reclaiming Critical Pedagogy - pdf
• George Bush, Apocalypse Sometime Soon, and the American Imperium - pdf
• The Dialectics of Terrorism: A Marxist Response to September 11 - part 1 & part 2
• The Pedagogy of Oppression: A Brief Look at 'No Child Left Behind' by Peter McLaren, Monthly Review, July–August 2006 Issue
• Peter McLaren Responds to Bill Ayers: Bad Faith Solidarity January 22, 2007
• Peter McLaren on Paulo Freire in Jacobin magazine

Texts on Peter McLaren

• Peter McLaren Reflects on the Crisis of Academic Freedom by Samuel Day Fassbinder, Monthly Review, April 6, 2006
• Educating for Equality by Michael Viola, Monthly Review, November 16, 2006
• Pedagogy and Praxis in the Age of Empire by Samantha Cohen, The Humanities Review, Fall 2007 issue
• Education Professor Peter McLaren Honored with Chair and Foundation by the University of California Newsroom

Interviews

• From liberation to salvation: Revolutionary critical pedagogy meets liberation theology by Petar Jandrić, Policy Futures in Education, 15(5): 620-652, 2017
• Critical Revolutionary Pedagogy is Made by Walking: In a World Where Many Worlds Coexist by Petar Jandrić, Policy Futures in Education, 12(6): 805-831, 2014
• Critical Pedagogy Against Capitalist Schooling: Towards a Socialist Alternative
• A Radical Educator's Views on Media
• Capitalism, Critical Pedagogy, and Urban Science Education
• Educating for Social Justice and Liberation
• Peter McLaren and the Pedagogy of Liberation by Ravi Kumar, Radical Notes, February 19, 2009
• The Role of Critical Pedagogy in the Globalization Era and the Aftermath of September 11
• Towards a Critical Revolutionary Pedagogy December 9, 2003
• Revolutionary Critical Pedagogy and the Struggle against Capital Today by Derek R. Ford
• George Yancy interviewed McLaren on his mentor, Paulo Freire, September 27, 2021