Response: Critical Theory in Education: Remembering the Lessons of El Abuelito

Abstract

When asked to serve on the TAMARA Editorial Board, we were honored. To be able to work and theorize with colleagues in such diverse and important fields as organizational science, critical postmodernism, green theory and left economics was a rare treat. We come from the tradition of "critical pedagogy." For us, critical pedagogy stands at the nexus of critical/postmodern/poststructuralist theories, multicultural theories, cultural studies and struggles for social justice and a progressive politics within education. And truly, we expect to learn more from our TAMARA colleagues and submitters than they will from us. And to then be asked to react to the important research presented in "Think Global, Act Local," by de Cieri, Wolfram Cox & Fenwick, was even more of an honor; for these researchers truly "push the envelope" of organizational science-specifically, by examining "critical participation" within the context of "strategic international human resource management" (SIHRM). In this essay, we choose to react to de Cieri, Wolfram Cox & Fenwick by going "old school." For us, critical pedagogy began with el abuleito, intelectual, Compañero Paulo Freire. While he was Brazilian, and we are Chicano and European American, as left educationalists, we feel an enduring political, cultural and educational bond with Freire. Although he died in 1997, his connection to all educational progressives, and all who are interested in advancing struggles for social justice and dignity among all women and men, we must always remember the legacy and importance of his years of living his theory and theorizing his practice.