Henry Giroux takes stock of the sciences of the democracies to argue that they offer helpful tools to contest the neoliberalisation of education and the teaching of democracy. The words of democracy, the ideas imbued in them, are vital resources for an age characterised by the desertification of public spheres
Professor, Department of English and Cultural Studies, McMaster University
Throughout his life, Henry has sought to develop a critical theory of education, emphasising crucial intersections between the role of education in schools and universities with that of culture and public life.
His vision of critical pedagogy advocates for the need to make pedagogy central to politics itself, and to help create the conditions necessary for the development of a formative culture that provides the foundation for developing critical citizens and a meaningful and substantive democracy.
