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
... dominant institutions were mounted by African - Americans , feminists , and a variety of other unrepresented groups . It was in the context of these multifaceted critiques of the dominant social system that a more fully developed ...
... dominant institutions were mounted by African - Americans , feminists , and a variety of other unrepresented groups . It was in the context of these multifaceted critiques of the dominant social system that a more fully developed ...
Side 3
... dominant forms of language and culture , were institutions that both justified and maintained class boundaries . Schools thus were seen to teach a ' hidden curriculum ' of social control . In Althusser's terms , they were " ideological ...
... dominant forms of language and culture , were institutions that both justified and maintained class boundaries . Schools thus were seen to teach a ' hidden curriculum ' of social control . In Althusser's terms , they were " ideological ...
Side 4
... dominant forms of knowledge . These feminist , postcolonial , and postmodernist challenges have led critical educational theorists to reexamine their own assumptions and the ways their own thought could be examined as discursive ...
... dominant forms of knowledge . These feminist , postcolonial , and postmodernist challenges have led critical educational theorists to reexamine their own assumptions and the ways their own thought could be examined as discursive ...
Side 5
... dominant assumptions about education and schooling in the United States , they present a wide range of concerns and ... dominant versions of social reality that underlies many of these essays . In this sense , these essays provide a ...
... dominant assumptions about education and schooling in the United States , they present a wide range of concerns and ... dominant versions of social reality that underlies many of these essays . In this sense , these essays provide a ...
Side 7
... dominant school practices . In her description of the effects of a political decision to eliminate this program for pregnant teenage girls , she shows the ways in which struggles over curricula and school organization do symbolic and ...
... dominant school practices . In her description of the effects of a political decision to eliminate this program for pregnant teenage girls , she shows the ways in which struggles over curricula and school organization do symbolic and ...
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