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 4
... gender , race , or class terms and to consider the ways in which they also implicitly made privileged and universal claims . This critique of critical pedagogy as a form of discursive practice and system of truth echoed various forms of ...
... gender , race , or class terms and to consider the ways in which they also implicitly made privileged and universal claims . This critique of critical pedagogy as a form of discursive practice and system of truth echoed various forms of ...
Side 5
... gender and class . Giroux's position at Boston University ended in 1983 , when his application for tenure , which had been unanimously supported by the School of Education and the All University Wide Tenure Committee , was denied by ...
... gender and class . Giroux's position at Boston University ended in 1983 , when his application for tenure , which had been unanimously supported by the School of Education and the All University Wide Tenure Committee , was denied by ...
Side 6
... gender . Not only were most studies of schooling by critical sociologists of education in Great Britain during this period exclusively focused on boys , but they also ignored the role of the family . While studies focused on the role of ...
... gender . Not only were most studies of schooling by critical sociologists of education in Great Britain during this period exclusively focused on boys , but they also ignored the role of the family . While studies focused on the role of ...
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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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