Speakers

Dr. Antonia Darder

Leavey Presidential Endowed Chair of Ethics and Moral Leadership Loyola Marymount University 


Dr. Antonia Darder is a distinguished international Freirian scholar. She is a public intellectual, educator, writer, activist, and artist. She holds the Leavey Presidential Endowed Chair of Ethics and Moral Leadership at Loyola Marymount University, Los Angeles; is Distinguished Visiting Professor of Education at University of Johannesburg; and Professor Emerita of Education Policy, Organization, and Leadership at the University of Illinois Urbana Champaign. She also holds a Distinguished Visiting faculty post at the University of Johannesburg, in South Africa. Antonia is an American Educational Research Association Fellow and recipient of the AERA Scholars of Color Lifetime Contribution Award, as well as the Freire Social Justice Award. She has worked tirelessly for more than three decades to fiercely counter social and material inequalities at work in schools and communities. 


Antonia’s scholarship has consistently focused on issues of racism, political economy, social justice, and education. Her work critically engages the contributions of Paulo Freire to our understanding of inequalities in schools and society. Darder’s critical theory of biculturalism links questions of culture, power, and pedagogy to social justice concerns in education. Through her decolonizing scholarship on ethics and moral issues, she articulates a critical theory of leadership for social justice and an interpretive methodology, with a focus on the empowerment of subaltern populations. 


Antonia is the author of numerous books and articles in the field, including Culture and Power in the Classroom (20th Anniversary edition), Reinventing Paulo Freire: A Pedagogy of Love, A Dissident Voice: Essays on Culture, Pedagogy, and Power, Freire and Education, and, The Student Guide to Freire’s Pedagogy of the Oppressed. She is also co-author of After Race: Racism After Multiculturalism and co-editor of The Critical Pedagogy Reader, Latinos and Education: A Critical Reader, and the International Critical Pedagogy Reader, which was awarded the 2015 Alpha Sigma Nu Book Award. Through the passion of her written and spoken word and the simple beauty of her art, her work has traveled around the world, consistently calling for economic justice, human rights, and cultural democracy for all people. In 2015, Antonia was nominated for the prestigious Brock International Prize in Education.  

Dr. Ira Shor

Professor of Urban Education and Rhetoric/Composition at the City University of NY’s Graduate Center, and at CUNY’s College of Staten Island 


Dr. Ira Shor has a dual appointment as Professor of Urban Education and Rhetoric/Composition at the City University of NY’s Graduate Center, and at CUNY’s College of Staten Island. 


At the Grad Center, he directs dissertations and offers seminars in literacy, Paulo Freire and critical pedagogy, whiteness studies, composition theory and practice, and the rhetorics of domination and resistance. At Staten Island, he has taught first-year writing, non-fiction, coming-of-age narratives, multicultural literature, and mass media. His nine published books include a 3-volume set in honor of the late Paulo Freire, the noted Brazilian educator who was his friend and mentor: Critical Literacy In Action(college language arts) and Education Is Politics (Vol 1, k-12, and Vol. 2, Postsecondary Across the Curriculum). 


Shor’s association with Freire began in the early 1980s and lasted until Freire’s unfortunate passing in 1997. He and Freire co-authored A Pedagogy for Liberation in 1986, the first “talking” book Freire published with a collaborator. Shor also authored the widely used Empowering Education(1992) And When Students Have Power (1996), two foundational texts in critical teaching. 


His Critical Teaching And Everyday Life (1980) was the first book-length treatment of Freire-based critical methods in the North American context. That book grew out of Shor’s teaching Open Admission students in the City University in the 1970s, where he helped build an experimental writing program recognized as one of three successful efforts in higher education. Coming to the CUNY in 1971 after a PhD at Wisconsin, he experimented with critical literacy, taught Basic Writing for 15 years, and now teaches first-year composition and graduate courses.