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 2
... context of these multifaceted critiques of the dominant social system that a more fully developed critical theory of education emerged in the mid - 1970s . The critical studies of education that emerged in the 1970s were dominated by ...
... context of these multifaceted critiques of the dominant social system that a more fully developed critical theory of education emerged in the mid - 1970s . The critical studies of education that emerged in the 1970s were dominated by ...
Side 3
... context . Recently the concerns of theorists associated with critical pedagogy have broadened , reflecting the intellectual ferment in the 1990s and , in particular , the development of more complex feminist , postmodernist , and ...
... context . Recently the concerns of theorists associated with critical pedagogy have broadened , reflecting the intellectual ferment in the 1990s and , in particular , the development of more complex feminist , postmodernist , and ...
Side 9
... context of desegregation . As Foster argues , these teachers attempted to " fashion a pedagogy designed to counteract oppression and foster empowerment " in the face of racist laws and practices . By giving voice to these teachers ...
... context of desegregation . As Foster argues , these teachers attempted to " fashion a pedagogy designed to counteract oppression and foster empowerment " in the face of racist laws and practices . By giving voice to these teachers ...
Side 17
... context ? Q : Has there ever been a time when schools met your criteria ? Giroux : No , although there is a discernible tradition of dissent and vision that argues for a connection and the imperatives of a critical democracy . It is an ...
... context ? Q : Has there ever been a time when schools met your criteria ? Giroux : No , although there is a discernible tradition of dissent and vision that argues for a connection and the imperatives of a critical democracy . It is an ...
Side 24
... context is always central . We can't get away with invoking rules and procedures that cut across contexts . Q : Giroux : Q : Your view of education seems to make tradition irrelevant . As I mentioned before , the nature of our ...
... context is always central . We can't get away with invoking rules and procedures that cut across contexts . Q : Giroux : Q : Your view of education seems to make tradition irrelevant . As I mentioned before , the nature of our ...
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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