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 1
... tradition . ' Education may indeed be in crisis , but it is a crisis over resources , power , and voice . The authors of this volume , who are loosely associated with what has come to be known as " critical pedagogy , " address these ...
... tradition . ' Education may indeed be in crisis , but it is a crisis over resources , power , and voice . The authors of this volume , who are loosely associated with what has come to be known as " critical pedagogy , " address these ...
Side 2
... tradition of such earlier figures as Dewey , DuBois , and Counts . While this critical tradition echoed the approach of these figures , it was also deeply influenced by the development of critical social analysis in other areas . With ...
... tradition of such earlier figures as Dewey , DuBois , and Counts . While this critical tradition echoed the approach of these figures , it was also deeply influenced by the development of critical social analysis in other areas . With ...
Side 3
... tradition . The term ' critical pedagogy , ' like other labels , implies a more static and bounded category than is ... traditional Marxist and neo - Marxist thought . This led them Introduction 3.
... tradition . The term ' critical pedagogy , ' like other labels , implies a more static and bounded category than is ... traditional Marxist and neo - Marxist thought . This led them Introduction 3.
Side 5
... 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.
... 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
... tradition of political economy to demonstrate the shortcomings of an analysis that fails to address gender . But the terminology and approach she uses echo traditional critical methods and assumptions . The next two essays , Laurie ...
... tradition of political economy to demonstrate the shortcomings of an analysis that fails to address gender . But the terminology and approach she uses echo traditional critical methods and assumptions . The next two essays , Laurie ...
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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