Education as activation: developing a pedagogy for social change

This thesis explores diverse theoretical and practical contributions to the field of critical pedagogy with the goal of developing a teaching praxis that strengthens the links between classroom activity and movements for social justice. The project builds from the conviction that universities and other cultural institutions exist in a relationship of constant exchange rather than as independent, discrete spheres. In this process of mutual interchange lies the possibility that work carried out within the university can effect meaningful social change beyond the imagined boundaries of the academic environment. Having considered various academics' ideas about how best to achieve this goal, the thesis turns to an analysis of the innovative teaching practices of University of Toronto Professor Ronald Deibert, whose work demonstrates the challenges and benefits of putting critical pedagogy in practice. The thesis closes with a call for further experiments and analysis in the developing field of critical pedagogy.