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Shudak, N. J. (2013). The Need for Philosophical Frameworks in Teacher Education. In S. Goering, N. J. Shudak, & T. E. Wartenberg (Eds.), Philosophy in Schools: An Introduction for Philosophers and Teachers (pp. 21-33). New York: Routledge.

has been cited by the following article:

• TITLE: Freirean-Based Critical Pedagogy: The Challenges of Limit-Situations and Critical Transitivity

  AUTHORS: Nicholas J. Shudak, Mejai B. M. Avoseh

  KEYWORDS: Paulo Freire, Critical Pedagogy, Critical Educational Theory, Dialogue, Critical Transitivity, Critical Consciousness, Philosophy of Education, Democratic Education, Pedagogy of the Oppressed, Limit-Situation, Teacher Education, Banking Education, Liberatory Education

  JOURNAL NAME: Creative Education, Vol.6 No.4, March 24, 2015

  ABSTRACT: For many, Paulo Freire is alluring, demanding and difficult. Yet, for others, Freire is maddening. He is certainly not without his critics. Critics included, few would doubt that Freire’s work is indispensable to an understanding of critical pedagogy. Though not the first or the last, Freire links together our existential situations in life with conditions of consciousness and provides a possible explanation for how both become what they are—education. This linkage is, as this article argues, necessary for creating and enacting a critical pedagogy of one’s own. The purpose of this article, then, is to provide a conceptual framework to help others think through an understanding and enacting of a Freirean-based critical pedagogy. The framework as we conceive of it is an axis-like framework mined from a few of Freire’s foundational texts and is comprised of two poles—limit-situations, critical transitivity—and is connected by the axis, or the conduit, of education.