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 78
Side 3
... students ' resistance to these dominant forces . These studies asserted that ... student resistance and curriculum transformation . These studies led to ... teachers and students to seek ways of teaching for social transformation and ...
... students ' resistance to these dominant forces . These studies asserted that ... student resistance and curriculum transformation . These studies led to ... teachers and students to seek ways of teaching for social transformation and ...
Side 8
... student teachers to explore the possibilities inherent in the pedagogical encounter for cultural critique and new discursive practices . She argues that the unexpected , what she calls " the uncanny " in teaching is precisely what ...
... student teachers to explore the possibilities inherent in the pedagogical encounter for cultural critique and new discursive practices . She argues that the unexpected , what she calls " the uncanny " in teaching is precisely what ...
Side 9
... teachers must also understand and explore the ways in which their students ( and they themselves ) are historically constructed within an oppressive and unequal society and speak through the forms of discourse available to them . But ...
... teachers must also understand and explore the ways in which their students ( and they themselves ) are historically constructed within an oppressive and unequal society and speak through the forms of discourse available to them . But ...
Side 10
... students , Frankenstein seeks both to demystify mathematics and to encourage students to understand its present uses ... teachers . As they attempt to put these ideas into practice , they come to see how difficult and complex it is to ...
... students , Frankenstein seeks both to demystify mathematics and to encourage students to understand its present uses ... teachers . As they attempt to put these ideas into practice , they come to see how difficult and complex it is to ...
Side 17
... students , most of them minorities , have been expelled to roam the streets with bleak prospects . One has to ask : What educational philosophy motivates this kind of action ? What sense of learning do students get ? How do teachers ...
... students , most of them minorities , have been expelled to roam the streets with bleak prospects . One has to ask : What educational philosophy motivates this kind of action ? What sense of learning do students get ? How do teachers ...
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