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 14
... talk about McGuffey but to get some perspective on a movement in education that is gaining considerable prominence . So we began our business with a leading question . Q : What is radical education ? Giroux : Radical education doesn't ...
... talk about McGuffey but to get some perspective on a movement in education that is gaining considerable prominence . So we began our business with a leading question . Q : What is radical education ? Giroux : Radical education doesn't ...
Side 15
... talking about traditional perspectives , I think the traditionalists have always been wrong about the nature of education . Q : Giroux : How can you say such a thing ? Let me put it differently and say that within the field of education ...
... talking about traditional perspectives , I think the traditionalists have always been wrong about the nature of education . Q : Giroux : How can you say such a thing ? Let me put it differently and say that within the field of education ...
Side 16
... talking about the public schools then the instrumentalist argument is very , very powerful . And this has been true from the beginning . If we are talking about higher education then it depends on what kinds of schools we have in mind ...
... talking about the public schools then the instrumentalist argument is very , very powerful . And this has been true from the beginning . If we are talking about higher education then it depends on what kinds of schools we have in mind ...
Side 17
... talking about much history here . Prior to the 20th century there wasn't much education of the sort we think appropriate for a democracy for the simple reason there wasn't much democracy . Q : Giroux : Q : Does democracy have to be ...
... talking about much history here . Prior to the 20th century there wasn't much education of the sort we think appropriate for a democracy for the simple reason there wasn't much democracy . Q : Giroux : Q : Does democracy have to be ...
Side 21
... talk about teachers as intellectuals is to say they should have an active role in shaping the curriculum . Think of intelligence as a form of currency that enables teachers to have a role in shaping school policy , defining educational ...
... talk about teachers as intellectuals is to say they should have an active role in shaping the curriculum . Think of intelligence as a form of currency that enables teachers to have a role in shaping school policy , defining 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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