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 v
... Knowledge The Hope of Radical Education Henry A. Giroux Schools and Families : A Feminist Perspective Madeleine Arnot vii 1 13 2 27 Sex , Pregnancy , and Schooling : Obstacles to a Critical Teaching of the Body 49 75 Laurie McDade ...
... Knowledge The Hope of Radical Education Henry A. Giroux Schools and Families : A Feminist Perspective Madeleine Arnot vii 1 13 2 27 Sex , Pregnancy , and Schooling : Obstacles to a Critical Teaching of the Body 49 75 Laurie McDade ...
Side 3
... knowledge , and their valuation of 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 ...
... knowledge , and their valuation of 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 ...
Side 4
... 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 practice . These ...
... 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 practice . These ...
Side 6
... Knowledge , " presents essays that provide a theoretical analysis of the workings of power through school practices and knowledge . In many ways the guiding principle underlying all of these essays is set out by Henry Giroux in " The ...
... Knowledge , " presents essays that provide a theoretical analysis of the workings of power through school practices and knowledge . In many ways the guiding principle underlying all of these essays is set out by Henry Giroux in " The ...
Side 7
... 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 illuminates the ways in which ...
... 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 illuminates the ways in which ...
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