What Schools Can Do: Critical Pedagogy and PracticeKathleen Weiler, Candace Mitchell State University of New York Press, 1. okt. 1992 - 293 sider This book is organized around three themes: mechanisms of domination and control; pedagogies of possibility; and theory as critique. It links education with an analysis of politics and economics, and takes as central the possibilities of schools as places where social critique and the empowerment of students can take place. The authors have considered the possibilities of student resistance and curriculum transformation, and have deepened their critiques to incorporate recent theoretical analyses influenced by feminist critiques, anti-racist approaches, and postmodernist thought. In moving from theoretical analysis to "practical" examples of curriculum transformation and classroom practice, What Schools Can Do provides both a foundation for the analysis of schooling and alternatives for teaching practice. |
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Side 3
... classroom , and the ways in which the classroom reflects the larger social context . Recently the concerns of theorists associated with critical pedagogy have broadened , reflecting the intellectual ferment in the 1990s and , in ...
... classroom , and the ways in which the classroom reflects the larger social context . Recently the concerns of theorists associated with critical pedagogy have broadened , reflecting the intellectual ferment in the 1990s and , in ...
Side 6
... classroom practice , we hope to provide both a foundation for the analysis of schooling and also alternatives for teaching practice in the direction of democracy and social justice . The organization of this volume reflects this dual ...
... classroom practice , we hope to provide both a foundation for the analysis of schooling and also alternatives for teaching practice in the direction of democracy and social justice . The organization of this volume reflects this dual ...
Side 7
... classroom knowledge . Cleo Cherryholmes uses Foucault's con- ception of discursive practices to uncover the structuring principles of knowledge in social studies education . Cherryholmes argues that it is important to become self ...
... classroom knowledge . Cleo Cherryholmes uses Foucault's con- ception of discursive practices to uncover the structuring principles of knowledge in social studies education . Cherryholmes argues that it is important to become self ...
Side 8
... classroom practices , analyses of conflicting forms of classroom discourse , and alternative forms of practice . They consider the ways in which teachers and students come to class as situated subjects with specific histories ...
... classroom practices , analyses of conflicting forms of classroom discourse , and alternative forms of practice . They consider the ways in which teachers and students come to class as situated subjects with specific histories ...
Side 39
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Innhold
13 | |
A Feminist Perspective | 27 |
Obstacles to | 49 |
Presence of Mind in the Absence of Body | 75 |
Knowledge Power and Discourse in Social Studies | 95 |
Minority Identities Textbooks | 117 |
Issues in the Production | 133 |
Through the Eyes | 177 |
Educating | 203 |
Schooling Popular Culture and a Pedagogy of Possibility | 217 |
An Application | 237 |
A Dialogue of Hope | 265 |
Contributors | 283 |
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What Schools Can Do: Critical Pedagogy and Practice Kathleen Weiler,Candace Mitchell Begrenset visning - 1992 |
What Schools Can Do: Critical Pedagogy and Practice Kathleen Weiler,Candace Mitchell Ingen forhåndsvisning tilgjengelig - 1992 |
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African-American teachers American analysis argues assumptions Boston Boston University challenge classroom consciousness constructed context critical consciousness critical pedagogy critique curriculum desegregation dialogue discourse discursive practices discussion dominant economic empowerment epistemology Erica essay experience feminist pedagogy FLC teachers forms Foucault Freire Freire's gender girls Giroux groups Henry Giroux high school identities ideology individual institutional institutional racism issues Kathleen kids knowledge language learning lives male math mathematics mean misogyny multicultural narrative notion oppression organization parents particular Paulo Freire perspective political popular culture positions power relations problem produce questions racism radical education relationship reproduction role sexism sexual harassment Shermis Shor slasher films social class social studies education society statistics story structural struggle student teachers students and teachers talk teachers and students teaching teenage teenage pregnancy tensions textbook themes theory tradition transform understand University voices Willie Horton women students working-class York