Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (sixth edition, 2015)

The key to solving the social problems of our age is to abolish the white race. Until that task is accomplished, even partial reform will prove elusive

Part V, p. 216, quoting the Race Traitor editorial

Read in the named edition against the printed page.

The key to solving the social problems of our age is to abolish the white race.

Part V, p. 216, quoting the Race Traitor editorial

Read in the named edition against the printed page.

The key to solving the social problems of our age is to abolish the white race.

Part V, p. 216, quoting the Race Traitor editorial

Read in the named edition against the printed page.

so long as the white race exists, all movements against racism are doomed to fail

Part V, p. 216, quoting the Race Traitor editorial

Read in the named edition against the printed page.

A new class struggle is needed that will reshape existing social relations of exploitation in the interests of everyone, one with the vision and power to counter the dehumanizing effects of modern supply-side capitalism. This can be achieved only with the overthrow of capitalist society itself in favor of a society in which the full development of the individual is the basis for the full development of society.

p. 127

Read against the sixth edition on the archive shelf, printed page 127, PDF page 156, in chapter 4, 'The Emergence of Critical Pedagogy'. The page sets two columns and the reading order was rebuilt column by column before matching. Typesetting spaces inside 'social-historical' and 'supply-side' are closed here. This paragraph is the first edition's paragraph rewritten: at page 164 of 1989 the same argument ends in 'a new economic ethic' to 'reshape economic policy'.

For me, the fundamental goal of critical pedagogy is the struggle for a socialist alternative to capitalism

Appendix, Interview with Peter McLaren, p. 263

Read against the sixth edition on the archive shelf, printed page 263, PDF page 292. The footer of that page reads 'Reprinted with permission from Global Education Magazine, April 7, 2013, and augmented by the author in 2014 for publication here', so the words are McLaren's but they date from 2013 and 2014 and reach the book as an appendix. The interviewer is Jose Maria Barroso Tristan. The quoted span stops before the em-dashed aside 'with capitalism understood as a global ecology of exploitation', which is kept in the context above.

I myself would have ruled out such an imperative when I first began putting my thoughts together for the first edition of Life in Schools.

Epilogue, p. 256

Read against the sixth edition on the archive shelf, printed page 256, PDF page 285, in the epilogue titled 'Reflections on Twenty-Five Years of Life in Schools'. This is McLaren's own running text and not the appendix interview. The page sets two columns and the reading order was rebuilt column by column before matching. 'Such an imperative' is the sentence before it: 'my case for the necessity of a democratic socialist alternative to capitalism'.

I now write and work as a Marxist humanist, and the road has been a rocky one, given the more critical focus of my work. Life in Schools now appears as a classroom text mainly among educators willing to risk ridicule and attack as unpatriotic to the United States.

Epilogue, p. 256

Read against the sixth edition on the archive shelf, printed page 256, PDF page 285, left column. 'The dairy of my elementary school teaching' is the book's own spelling and is left as printed; it falls outside the quoted span. Two paragraphs later on the same page McLaren calls the change 'my Marxist turn'.

the role that schooling plays in joining knowledge and power to capitalist social relations of production. Revolutionary critical pedagogy is designed to serve the purpose of both empowering teachers and teaching for empowerment. I have tried to deepen the notion of empowerment by connecting it to the Marxist-humanist tradition.

Preface, p. xxvi

Read against the sixth edition on the archive shelf, printed page xxvi, PDF page 27, single column. Typesetting spaces inside 'Marxist-humanist' and 'educational' are closed here. This is the 1989 preface rewritten sentence for sentence: the first edition at page x reads 'joining knowledge and power. Critical pedagogy is designed to serve the purpose...' with no clause about capitalist social relations and no 'revolutionary'.

those that believe capitalism can be reformed in the interests of the working class (most exponents of critical pedagogy) and those Marxist educators who believe that social justice can be authentically achieved only with the abolition of class society and the realization of a socialist alternative, such as Paula Allman, Mike Cole, Curry Malott, Glenn Rikowski, Dave Hill, Antonia Darder, Richard Brosio, Ramin Farahmandpur, myself, and others.

p. 128

Read against the sixth edition on the archive shelf, printed page 128, PDF page 157, right column. McLaren is sorting his own field and putting himself on the second side of the split, which makes this the tradition's own statement that his position is not the field's majority position.