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 3
... organization of space and time , their choice of curricular 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 ...
... organization of space and time , their choice of curricular 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 ...
Side 5
... a critique not only of dominant forms of analysis or accepted truths , but of the early tradition of critical educational theory itself . We have selected what we feel to be representative essays organized around two Introduction 5.
... a critique not only of dominant forms of analysis or accepted truths , but of the early tradition of critical educational theory itself . We have selected what we feel to be representative essays organized around two Introduction 5.
Side 6
... organized around two themes : theorizing power / knowledge and pedagogies of possibility . By moving from theoretical ... organization of this volume reflects this dual focus on critical pedagogy as critique and as work for social change ...
... organized around two themes : theorizing power / knowledge and pedagogies of possibility . By moving from theoretical ... organization of this volume reflects this dual focus on critical pedagogy as critique and as work for social change ...
Side 7
... organization do symbolic and material violence to those who are oppressed - in this case predominantly poor black and Puerto Rican girls , women of color who are the most oppressed group in U.S. society . In a study of responses to a ...
... organization do symbolic and material violence to those who are oppressed - in this case predominantly poor black and Puerto Rican girls , women of color who are the most oppressed group in U.S. society . In a study of responses to a ...
Side 9
... organization . Like Britzman , then , Foster argues for the need to understand and analyze the barriers to equality as the first step to building pedagogies of possibility . The next three essays in this section - Maxine Greene's " The ...
... organization . Like Britzman , then , Foster argues for the need to understand and analyze the barriers to equality as the first step to building pedagogies of possibility . The next three essays in this section - Maxine Greene's " The ...
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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