Open research questions in Critical and Liberation Pedagogy
34 unresolved questions extracted from the limitations and future-work sections of 1,817 Critical and Liberation Pedagogy papers in our library. Each links back to the study that raised it.
What the literature leaves open
While the discussion claims that integrating care ethics into education creates more supportive learning environments, there is no specification of institutional barriers, resource constraints, or teacher training requirements needed to scale Noddings' relational and student-centered pedagogy across large heterogeneous school systems with varying teacher qualifications and administrative structures.
The paper asserts that care ethics can address issues of inequality and create inclusive environments for diverse learners, but lacks specific evidence on how care ethics principles translate into practice for students with specific disabilities, neurodivergence, or from marginalized socioeconomic backgrounds within standardized testing-driven systems.
The paper emphasizes that care ethics requires teachers to attend to individual student needs and emotions, but provides no concrete operationalization of how educators can balance personalized caring relationships with standardized curriculum requirements, nor does it specify measurement instruments for assessing the fidelity of care ethics implementation across different classroom settings and teacher experience levels.
While the paper discusses care ethics' relevance to contemporary challenges like mental health concerns and bullying in diverse classrooms, there is no empirical validation of how Noddings' care ethics framework specifically reduces measured outcomes in bullying incidents, student disengagement rates, or mental health referrals across different school contexts and student demographic groups.
It does so by offering a five-step model, which involves: situating the text in its historical context; acknowledging and addressing problematic content in the text; drawing out novel or underexplored themes and questions from the text; bringing the text into dialogue with diverse and contemporary philosophical approaches and issues (e.
Diversifying . . . Aristotle? Engaging Diverse Students with New Approaches to the Nicomachean Ethics · 2021 · DOIBecause the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framework as a whole, in this article, I apply the tenets of relational–cultural theory (RCT) to enhance existing understandings of this component.
Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational–Cultural Theory · 2018 · DOIIn the final section we supplement our conclusion that universities should promote academic citizenship and aim to foster students’ ability to live a good life with a sobering note and urgent call: successful pursuit of these aims is only possible in an ethical environment and ethos that are currently lacking in universities.
ETHICS EDUCATION AT THE UNIVERSITY: FROM TEACHING AN ETHICS MODULE TO EDUCATION FOR THE GOOD LIFE · 2017 · DOISuch expressions have not been characterized and discussed in the mainstream educational leadership literature; however, they have been documented for centuries across philosophies and religions, including the Mahayana Buddhist teachings of the six virtues of the Bodhisattva, the awakened spiritual leader.
I shall =argue that it is a good book not because it is guided by his outlook on philosophy but because h e departs so liberally from it; that his conception of ethics is limited by the school within which he is working but that he is straining at the leash to broaden relating ethics and education comes partly from a sensitive common sense, partly…
the one the eye when just as good ones may be secured in our is questionable. We are scarcely own state, justified in maintaining institutions. for the teachers if we refuse to use their training of trained Furthermore, product. within better the local school and adapted to the needs of teachers community. secure a through teachers' agencies as resort if at all. We only and in case of emergency, would not have much respect or confidence in a doctor or lawyer secured in that manner.
The book fills a gap in the literature on the origin and development of P4C whereby Tibaldeo presents this development as an ‘educational revolution’, created by Lipman and Sharp’s ‘philosophical-educational vision’.
Matthew Lipman and Ann Margaret Sharp: Philosophy for Children’s Educational Revolution, by Roberto Franzini Tibaldeo (2023), Springer, Switzerland · 2025 · DOIMy career, though unplanned, has taken me across diverse roles in philosophy, computer science, and instructional systems, yet the most profound lesson came not from academic achievements but from the realization that knowledge alone is insufficient without care for others.
Abstract Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education.
Epistemic injustice in education: exploring structural approaches, envisioning structural remedies · 2023 · DOIThere is no standard definition of empathy, but the concept is assumed to be innately pro-social and teachable regardless of factors such as power dynamics or other manifestations of social injustice within a society.
“The Very Unrecognizability of the Other”: Edith Stein, Judith Butler, and the Pedagogical Challenge of Empathy · 2020 · DOISimilarly, under-researched and institutionally undervalued is the pivotal role that the caring teacher fulfils in imbuing pastoral care in enabling courses.
Though it can be difficult to confront and assume, I argue that claiming regret can help students to catalyze thinking, curiosity, and responsiveness in ways that bear under-explored potential in moral learning.
Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching.
The need for choosing the stated subject of research is imposed by its importance, insufficient research and necessity of re-examining in modern epoch of crisis of the value system, particularly in the area of pedagogical work and education.
If one approaches the connection of Kant's thought and rhetoric from the perspective provided by his under-studied work on education, one can extract a defendable notion of educative rhetoric in Kant.
In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual.
Overcoming Social Pathologies in Education: On the Concept of Respect in R. S. Peters and Axel Honneth · 2009 · DOIWhile his definition of the scope of development ethics remains serviceable, his methodology of intense immersion by a ‘development ethicist’ in each context under examination was rewarding but limited by the time and skills it requires and a relative disconnection from communicable theory.
Denis Goulet and the Project of Development Ethics: Choices in Methodology, Focus and Organization · 2008 · DOIThe call for civil education not to be limited to a single subject has been contested by the argument that a single vision of a desirable society can lead into doctrinal and ideological bigotry and not democratic pluralistic society.
However, and as Gewirtz argued in 1998, the conceptual underpinnings of this catchphrase frequently remain tacit or underexplored.
More Than Words? Delving Into the Substantive Meaning(s) of “Social Justice” in Education · 2006 · DOIA Secular Morality The Hyde School is scarcely typical of schools professedly dedicated to education; it is, if anything, extreme case, where principles that elsewhere have been applied halfheartedly have been most deeply considered and uncompromisingly followed.
The Moral Imperative: Character Education, Soul by Soul, at the Hyde Schools · 2005Abstract It must therefore be expected that personal interest will become more than ever the principal if not the sole spring of men's actions; but it remains to be seen how each will understand his personal interest… .
Most-cited papers in Critical and Liberation Pedagogy
- More Than Words? Delving Into the Substantive Meaning(s) of “Social Justice” in Education · Review of Educational Research · 2006 · 228 citations
- A Five-Country Survey on Ethics Education in Preservice Teaching Programs · Journal of Teacher Education · 2016 · 49 citations
- The three gifts of teaching: Towards a non-egological future for moral education · Journal of Moral Education · 2020 · 43 citations
- Teachers for social justice: exploring the lives and work of teachers committed to social justice in education · Oxford Review of Education · 2022 · 28 citations
- ETHICS EDUCATION AT THE UNIVERSITY: FROM TEACHING AN ETHICS MODULE TO EDUCATION FOR THE GOOD LIFE · Bordón Revista de Pedagogía · 2017 · 23 citations
- Empathy in Education: A Critical Review · International Journal for the Scholarship of Teaching and Learning · 2022 · 23 citations
- To Freire or not to Freire: Educational freedom and the populist right‐wing ‘<i>Escola sem Partido</i>’ movement in Brazil · British Educational Research Journal · 2020 · 22 citations
- Denis Goulet and the Project of Development Ethics: Choices in Methodology, Focus and Organization · Journal of Human Development · 2008 · 21 citations
- School and democratic hope: The school as a space for civic literacy · European Educational Research Journal · 2022 · 20 citations
- Pastoral Care and the Caring Teacher – Value Adding to Enabling Education · Student Success · 2020 · 20 citations
Most recent work
- THE POWER OF CARING: NEL NODDINGS’ CONTRIBUTIONS TO PHILOSOPHY AND EDUCATION · The Social Science Review A Multidisciplinary Journal · 2026
- Philosophy, Praxis, and Reasonable Hope: A Conversation with John P. Portelli · Journal of Applied Philosophy of Education · 2026
- Educative Leadership as a Moral Craft · New Zealand Journal of Educational Studies · 2026
- “Teach All Ways, For All Ways Are Mine” · Communal Societies · 2026
- Literacy as Philosophy: A Review of Teaching from an Ethical Center · Education and Culture · 2026
- Teacher-Philosophers: Community, Care, and the Question of Loneliness · Education and Culture · 2026
- Reflections on Author-Meets-Colleagues: Friendship and Gratitude · Education and Culture · 2026
- Review of Teaching from an Ethical Center: Practical Wisdom for Daily Instruction, by Cara Furman · Education Review · 2026
- Finding Joy in Teaching During Dark Times · Journal of Political Science Education · 2026
- Bullying as a moral failure in education: integrating care ethics, loving-kindness, and self-compassion · Ethics and Education · 2026
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