Schools of Recognition: Identity Politics and Classroom Practices

This book is well worth reading. The philosophical questions are substantive, the theory base is sound, and the argument is thoughtfully constructed. This work is valuable for both research and teaching. ― Anthropology & Education Quarterly

A useful, scholarly, thought-provoking text. The author enables a series of conceptual and practical insights to emerge. ― Educational Review

Paulo Freire addressed the politics of recognition when he said, ‘For me to know, I need another subject of knowing. . . . Because of you, I know I can know more.’ Education scholars have yet to consider adequately the profound pedagogical importance ofrecognition. Charles Bingham’s new book is a bold new attempt to conceptually energize this often neglected topic. In doing so, he makes an enlivening case for why recognition has to become a critical theme in teacher education, and why we need critical politics of recognition in the classrooms of the nation. Bingham’s book teaches us a great deal about the history behind the self’s need for recognition. It is persuasive in its claim that educators need to undress the representational categories of recognition and increase the potential for subversive resignification as well as for forging a collective, enfleshed, recognitive agency. Schools of Recognition deserves our recognition. — Peter McLaren, Honorary Chair Professor and Director of the Center for Critical Studies, Northeast Normal University, China

Paulo Freire addressed the politics of recognition when he said, ‘For me to know, I need another subject of knowing. . . . Because of you, I know I can know more.’ Education scholars have yet to consider adequately the profound pedagogical importance of recognition. Charles Bingham’s new book is a bold new attempt to conceptually energize this often neglected topic. In doing so, he makes an enlivening case for why recognition has to become a critical theme in teacher education, and why we need critical politics of recognition in the classrooms of the nation. Bingham’s book teaches us a great deal about the history behind the self’s need for recognition. It is persuasive in its claim that educators need to undress the representational categories of recognition and increase the potential for subversive resignification as well as for forging a collective, enfleshed, recognitive agency. Schools of Recognition deserves our recognition. — Peter McLaren, Honorary Chair Professor and Director of the Center for Critical Studies, Northeast Normal University, China