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. |
Inni boken
Resultat 1-5 av 77
Side 9
... problems faced by African - American teachers in the context of desegregation . As Foster argues , these teachers attempted to " fashion a pedagogy designed to counteract oppression and foster empowerment " in the face of racist laws ...
... problems faced by African - American teachers in the context of desegregation . As Foster argues , these teachers attempted to " fashion a pedagogy designed to counteract oppression and foster empowerment " in the face of racist laws ...
Side 17
... problem . Q : Giroux : Q : Giroux : What problem is that again ? The relationship between pedagogy and power . Are radical educators a heard voice in the land ? They are an argument on the block , especially since 1976 when Samuel ...
... problem . Q : Giroux : Q : Giroux : What problem is that again ? The relationship between pedagogy and power . Are radical educators a heard voice in the land ? They are an argument on the block , especially since 1976 when Samuel ...
Side 20
... problem is that we have a theory of knowledge but no theory of pedagogy . Isn't this all pretty abstract ? After all , schools are run bureaucratically on the principles of delegated responsibility and dictated policies . And that seems ...
... problem is that we have a theory of knowledge but no theory of pedagogy . Isn't this all pretty abstract ? After all , schools are run bureaucratically on the principles of delegated responsibility and dictated policies . And that seems ...
Side 23
... the white middle class ? Giroux : In an instrumental sense that is true . But it is a truth that conceals dangers . The problem with that position is that Q : it makes it hard for people to realize The Hope of Radical Education 23.
... the white middle class ? Giroux : In an instrumental sense that is true . But it is a truth that conceals dangers . The problem with that position is that Q : it makes it hard for people to realize The Hope of Radical Education 23.
Side 24
... problems is new and unprecedented . In that sense there is no tradition to appeal to . But there are elements of a critical pedagogy in all traditions . The radical educator deals with tradition like anything else . It must be engaged ...
... problems is new and unprecedented . In that sense there is no tradition to appeal to . But there are elements of a critical pedagogy in all traditions . The radical educator deals with tradition like anything else . It must be engaged ...
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 |
Andre utgaver - Vis alle
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 |
Vanlige uttrykk og setninger
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