Apple, M. W. (2011). Educating the “Right” way: Markets, standards, God, and inequality (2nd ed.). Routledge.
Ahmadabadi Arani, N., Zibakalam Mofrad, F., & Mohammadi, A. (2016). Comparative study of critical pedagogy from Giroux and Habermas perspectives. Axiology in Education, 1(1), 61–80. (In Persian)
Ahmadabadi-Arani, N., Najafi, H., & Ahmadi-Hedayat, H. (2021). Inconsistencies and challenges of Giroux’s critical curriculum in the context of Islamic education. Journal of Curriculum Planning, 68, 52–72. (In Persian)
Barghi, E., Yaghoubi, M., & Asadian, S. (2020). The effect of Henry Giroux’s critical pedagogy-based teaching method on students’ citizenship rights awareness. Teaching Research, 19, 151–165. (In Persian)
Bereday, G. Z. F. (1964). Comparative method in education. Holt, Rinehart & Winston.
Darder, A., Baltodano, M., & Torres, R. D. (2017). The critical pedagogy reader (3rd ed.). Routledge.
Ebrahim, E., Heydari, M. H., & Golestani, H. (2022). Evaluation and critique of teachers’ professional competencies from a postmodern perspective with emphasis on Henry Giroux’s views. Iranian Political Sociology, 24, 160–177. (In Persian)
Ebrahim, E., Golestani, S. H., & Heydari, M. H. (2021). Analyzing teachers’ professional competencies from a postmodern perspective. Educational Management Research, 49, 225–242. (In Persian)
Fathi Vajargah, K. (2016). Barnāme-ye Darsī: Hoviyyat-hā-ye Jadid [Curriculum; New identities]. Novin. (In Persian)
Fazl-Alizadeh, R., & Baqerzadeh-Khodashahri, F. (2018). Comparing Freire and Giroux’s curriculum elements and teaching-learning components. Learning & Instruction Studies, 27, 79–94. (In Persian)
Freire, P. (1970). Pedagogy of the oppressed. Herder & Herder.
Freire, P. (1974). Education for critical consciousness. Continuum.
Freire, P. (1993). Pedagogy of hope: Reliving Pedagogy of the Oppressed. Continuum.
Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach. Westview Press.
Freire, P. (2024). Pedagogy of the Oppressed (P. Ghaemi, Trans.). Ashiyan. (In Persian translation)
Freire, P., & Shor, I. (1992). A pedagogy for liberation: Dialogues on transforming education. Bergin & Garvey.
Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. Bergin & Garvey.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Bergin & Garvey.
Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. Westview Press.
Giroux, H. A. (2004). The terror of neoliberalism: Authoritarianism and the eclipse of democracy. Paradigm Publishers.
Giroux, H. A. (2011). On critical pedagogy. Bloomsbury Academic.
Giroux, H. A. (2019). The public in peril: Trump and the menace of American authoritarianism. Routledge.
Giroux, H. A. (2022). Daneshgah dar Zanjir (A. Mahdavi, Trans.). Kherad-e Sorkh. (Original work published 2014). (In Persian)
Karamati, A., & Ghaffari, A. (2020). Philosophical foundations of Paulo Freire’s thought and curriculum implications. Educational Issues Research, 46(63), 5–34. (In Persian)
Khanifar, H., & Askari-Matin, S. (2022). Translation of principles and foundations of reflective teacher education. Tarbiyat-e Mota’ali, 2, 120–142. (In Persian)
Kincheloe, J. L. (2008). Critical pedagogy primer (2nd ed.). Peter Lang.
McLaren, P. (1995). Critical pedagogy and predatory culture: Oppositional politics in a postmodern era. Routledge.
Mirgol, A., Sa’adatmand, Z., & Keshti-Araei, N. (2022). Discourse of learning in critical pedagogy with emphasis on Paulo Freire. Learning & Instruction Studies, 35, 117–142. (In Persian)
Mohammadi, H., & Akeradi, E. (2016). Analysis of Giroux’s transformative-intellectual teacher theory. Qualitative Curriculum Research, 4, 113–135. (In Persian)
Olssen, M. (2006). Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility and knowledge capitalism. International Journal of Lifelong Education, 25(3), 213–230.
https://doi.org/10.1080/02601370600697045
Rajai, M., Sadeghzadeh-Ghomsari, A., & Shabani-Varki, B. (2019). Dialogic education in resistance theory. Foundations of Education Review, 9(2), 85–104. (In Persian)
Shekari, A., Ahmadabadi-Arani, N., & Fattahi, N. (2014). Borderline education with implications from Henry Giroux. Foundations of Education Review, 4(1), 131–150. (In Persian)
Sobhani-Nejad, M., Ahmadabadi-Arani, N., & Abdollah-Yar, A. (2017). Multiculturalizing curriculum in Iran based on Foucault and Giroux. Educational Innovations, 62, 57–80. (In Persian)
Sobhani-Nejad, M., Najafi, H., Ahmadabadi-Arani, N., & Abdollah-Yar, A. (2019). Implications of multicultural curriculum (Foucault & Giroux). Curriculum Planning Research, 60, 1–19. (In Persian)
Zibakalam-Mofrad, F. (2015). Henry Giroux’s educational thought. University of Tehran Press. (In Persian)
Zibakalam-Mofrad, F., & Mohammadi, H. (2014). Comparative study of critical thinking from Robert Ennis and Henry Giroux perspectives. Applied Psychology Research, 5(3), 19–38. (In Persian)
)