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
... institutional racism was challenged by the African - American - led - civil rights movement ; patriarchal practices ... institutions were mounted by African - Americans , feminists , and a variety of other unrepresented groups . It was ...
... institutional racism was challenged by the African - American - led - civil rights movement ; patriarchal practices ... institutions were mounted by African - Americans , feminists , and a variety of other unrepresented groups . It was ...
Side 3
... 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 state apparatuses " which functioned to ...
... 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 state apparatuses " which functioned to ...
Side 14
... institutions and received assumptions . I would say in a general way that the basic premises of radical education grew out of the crisis in social theory . More specifically , we can distinguish three traits : radical education is ...
... institutions and received assumptions . I would say in a general way that the basic premises of radical education grew out of the crisis in social theory . More specifically , we can distinguish three traits : radical education is ...
Side 16
... institutions are voca- tional . Others are places of real learning , although primarily for the elite . Harvard will never define itself as an institution whose primary mission is the promotion of industrial growth ! It appeals to the ...
... institutions are voca- tional . Others are places of real learning , although primarily for the elite . Harvard will never define itself as an institution whose primary mission is the promotion of industrial growth ! It appeals to the ...
Side 17
... institutions , or even of our age ? Those are pedagogical questions . Radical educators understand them to be political questions as well . But let's face it , this is a lost discourse . None of the many recent reports about educational ...
... institutions , or even of our age ? Those are pedagogical questions . Radical educators understand them to be political questions as well . But let's face it , this is a lost discourse . None of the many recent reports about educational ...
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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