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
... ideological justifications for the actions of the government emerged from the anti - war movement . And fundamental challenges to traditional curricula and dominant institutions were mounted by African - Americans , feminists , and a ...
... ideological justifications for the actions of the government emerged from the anti - war movement . And fundamental challenges to traditional curricula and dominant institutions were mounted by African - Americans , feminists , and a ...
Side 3
... ideological state apparatuses " which functioned to reproduce the status quo . By the late 1970s , a new group of theorists had emerged who focused on students ' resistance to these dominant forces . These studies asserted that students ...
... ideological state apparatuses " which functioned to reproduce the status quo . By the late 1970s , a new group of theorists had emerged who focused on students ' resistance to these dominant forces . These studies asserted that students ...
Side 4
... a critical perspective . In 1980 , Giroux edited a special issue of the Journal on the hidden curriculum . In the early 1980s , the Journal published special issues on topics such as literacy and ideology , 4 Kathleen Weiler.
... a critical perspective . In 1980 , Giroux edited a special issue of the Journal on the hidden curriculum . In the early 1980s , the Journal published special issues on topics such as literacy and ideology , 4 Kathleen Weiler.
Side 5
... ideology , schooling and work , and 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 ...
... ideology , schooling and work , and 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 ...
Side 7
... ideology in the way school knowledge separates " mind " from the reality we experience in our bodies . McDade considers the political and ideological struggles around a program for pregnant teenage girls . She argues that this case ...
... ideology in the way school knowledge separates " mind " from the reality we experience in our bodies . McDade considers the political and ideological struggles around a program for pregnant teenage girls . She argues that this case ...
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