A Pedagogy for the Suppressed PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Pedagogy for the Suppressed PDF full book. Access full book title A Pedagogy for the Suppressed by G.V. Loewen. Download full books in PDF and EPUB format.
Author: G.V. Loewen
Publisher: Strategic Book Publishing & Rights Agency
ISBN: 1682358488
Category : Philosophy
Languages : en
Pages : 154
Get Book Here
Book Description
Education, Philosophy This is a book very much of the moment. It presents a third way of teaching ethics for a modern world rife with the forces of suppression. Critiquing both neo-conservative and “neo-liberal” fashions, it puts forward in their place a pedagogy inspired by art and based on interpretation theory, dialogue, and dialectic. A Pedagogy for the Suppressed encompasses the broadest and deepest issues of our times, linking them to an authenticity that includes a basic understanding of the historical mutability of human “nature.” “Written as if the author were addressing the reader in an intimate series of five dialogues, the book reads as a discussion. References are kept to a minimum and philosophical distinctions are explained in plain language. No person with a high school education would be puzzled by the literacy level. Examples are taken from the author’s extensive and varied fieldwork amongst historical reenactors, the dying or death-defying, UFO believers and cult members, and his three-year work with families and teens as an ethics consultant. In short, philosophy engages reality in the context of a more authentic experience of both teaching and learning.” – Lynn Eddy, VP of Acquisitions, Strategic Book Publishing
Author: G.V. Loewen
Publisher: Strategic Book Publishing & Rights Agency
ISBN: 1682358488
Category : Philosophy
Languages : en
Pages : 154
Get Book Here
Book Description
Education, Philosophy This is a book very much of the moment. It presents a third way of teaching ethics for a modern world rife with the forces of suppression. Critiquing both neo-conservative and “neo-liberal” fashions, it puts forward in their place a pedagogy inspired by art and based on interpretation theory, dialogue, and dialectic. A Pedagogy for the Suppressed encompasses the broadest and deepest issues of our times, linking them to an authenticity that includes a basic understanding of the historical mutability of human “nature.” “Written as if the author were addressing the reader in an intimate series of five dialogues, the book reads as a discussion. References are kept to a minimum and philosophical distinctions are explained in plain language. No person with a high school education would be puzzled by the literacy level. Examples are taken from the author’s extensive and varied fieldwork amongst historical reenactors, the dying or death-defying, UFO believers and cult members, and his three-year work with families and teens as an ethics consultant. In short, philosophy engages reality in the context of a more authentic experience of both teaching and learning.” – Lynn Eddy, VP of Acquisitions, Strategic Book Publishing
Author: Paulo Freire
Publisher:
ISBN: 9780140225839
Category : Education
Languages : en
Pages : 153
Get Book Here
Book Description
Author: Linda Hogg
Publisher: Myers Education Press
ISBN: 1975503104
Category : Education
Languages : en
Pages : 332
Get Book Here
Book Description
Across the globe, students are speaking up, walking out, and marching for social and ecological justice. Despite deficit discourses about students, youth are using their voice and agency to call forth a better world. Will educators respond to this call to stand with students in relational solidarity as co-constructors of a new tomorrow? What is possible when teachers and students engage together in new ways? Pedagogies of With-ness: Students, Teachers, Voice and Agency offers insight into the transformative possibilities of education when enacted as the art of being with. Driven by student voices and their experiences of marginalization, this text takes a clear ethical stance. It asserts that students are both capable and competent. Taking a narrative approach, this book honors academic work that is rooted in educational practice. Expanding beyond traditional conceptions of student voice, chapters engage in meditations on three themes: identity, pedagogy, and partnership. This book is an exploration of with-ness, a way of knowing, being, and acting. By centralizing the all-too-often suppressed wisdom of youth, teachers and researchers engage in new forms of critique and possibility-making with students. Editors reflect on this central theme, exploring the dimensions of such pedagogies of with-ness. Through this book, teachers are invited to imagine pedagogy under this new framework, actively committed to students, their voice, and mutual engagement. Click HERE to watch the editors discuss their book. Perfect for courses such as: Social Foundations | Student-Teacher Partnerships | Secondary Methods | Service Learning Leadership Ethnic Studies | Democracy and Civics | Social Justice and Education | Student Voice in Classrooms/Education | Ethical Issues in Education | Leadership for Social Justice
Author: Jarvis R. Givens
Publisher: Harvard University Press
ISBN: 0674983688
Category : Education
Languages : en
Pages : 321
Get Book Here
Book Description
A fresh portrayal of one of the architects of the African American intellectual tradition, whose faith in the subversive power of education will inspire teachers and learners today. Black education was a subversive act from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of “fugitive pedagogy”—a theory and practice of Black education in America. The enslaved learned to read in spite of widespread prohibitions; newly emancipated people braved the dangers of integrating all-White schools and the hardships of building Black schools. Teachers developed covert instructional strategies, creative responses to the persistence of White opposition. From slavery through the Jim Crow era, Black people passed down this educational heritage. There is perhaps no better exemplar of this heritage than Carter G. Woodson—groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged: Woodson’s first teachers were his formerly enslaved uncles; he himself taught for nearly thirty years; and he spent his life partnering with educators to transform the lives of Black students. Fugitive Pedagogy chronicles Woodson’s efforts to fight against the “mis-education of the Negro” by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson’s materials and methods as they fought for power in schools and continued the work of fugitive pedagogy. Forged in slavery, embodied by Woodson, this tradition of escape remains essential for teachers and students today.
Author: Lisa D. Delpit
Publisher: The New Press
ISBN: 1595580743
Category : Education
Languages : en
Pages : 258
Get Book Here
Book Description
An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as "cultural transmitters" in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original.
Author: Patricia W. Manning
Publisher: BRILL
ISBN: 9004434313
Category : History
Languages : en
Pages : 164
Get Book Here
Book Description
In An Overview of the Pre-suppression Society of Jesus in Spain, Patricia W. Manning offers a survey of the Society of Jesus in Spain from its origins in Ignatius of Loyola’s early preaching to the aftereffects of its expulsion. Rather than nurture the nascent order, Loyola’s homeland was often ambivalent. His pre-Jesuit freelance sermonizing prompted investigations. The young Society confronted indifference and interference from the Spanish monarchy and outright opposition from other religious orders. This essay outlines the order’s ministerial and pedagogical activities, its relationship with women and with royal institutions, including the Spanish Inquisition, and Spanish members’ roles in theological debates concerning casuistry, free will, and the immaculate conception. It also considers the impact of Jesuits’ non-religious writings.
Author: Nicola Pizzolato
Publisher: Springer
ISBN: 3319404490
Category : Education
Languages : en
Pages : 241
Get Book Here
Book Description
This volume provides evidence for the argument of a central place of pedagogy in the interpretation of Gramsci’s political theory. Gramsci’s view that ‘every relationship of hegemony is necessarily a pedagogical relationship’ makes it imperative to dismiss narrow and formal interpretations of his educational theories as applying to schooling only. This book argues that what is required rather is an inquiry into the Italian thinker’s broad conceptualisation of pedagogy, which he thought of as a quintessential political activity, central to understanding and transforming society. Preceded by a broad introduction that positions Gramsci in his context and in the literature, the essays in this book critically revisit the many passages of the Prison Notebooks and pre-prison writings where Gramsci addresses the nexus between politics and pedagogy. Some essays apply those concepts to specific contexts. The book for the first time brings to the attention of an English-speaking audience voices from the current historiography in Italy and Latin America. We are forced at regular intervals to consider how Gramsci might still be useful, in particular national territories, in an international context. How can we carry on with pessimism of the intelligence, but find some basis for optimism of the will? From the foreword of Anne Showstack Sassoon, Visiting Professor of Politics at the Department of Politics at Birbeck, University of London
Author: Renuka Vithal
Publisher: Springer Science & Business Media
ISBN: 9401000867
Category : Education
Languages : en
Pages : 412
Get Book Here
Book Description
This book is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; and practitioners/teachers interested in the use of project work in mathematics teaching and learning. The book builds theoretical ideas from a careful substantial description of practice, in the attempt to improve both theory and practice in mathematics education. It thus interrogates and develops theoretical research tools for mathematics education and provides ideas for practice in mathematics classrooms.
Author: Basil Bernstein
Publisher: Rowman & Littlefield Publishers
ISBN: 1461636205
Category : Education
Languages : en
Pages : 257
Get Book Here
Book Description
This book, the fifth in the series developing Bernstein’s code theory, presents a lucid account of the most recent developments of this code theory and, importantly, shows the close relation between this development and the empirical research to which the theory has given rise. Pedagogy, Symbolic Control and Identity addresses the central issue of Bernstein’s research project: are there any general principles underlying the transformation of knowledge into pedagogic communication? In Bernstein’s view, we have studied only pedagogic messages and their institutional and ideological base. We have not studied the nature of the relay which makes messages possible. The discussion of this research forms part II of this book, where Bernstein makes explicit the methodology of the research and, in particular, the crucial significance of languages of description. This new edition of Bernstein's classic book is updated with three new chapters: on discourse, on official knowledge and identities, and a wide ranging interview with Joseph Solomon. The new edition, published as Volume Five in his Class, Codes, and Control Series, builds on the continuing tradition of Bernstein's highly influential work on class, education, language, and society.
Author: Ariana Mangual Figueroa
Publisher: U of Minnesota Press
ISBN: 1452964955
Category : Social Science
Languages : en
Pages : 221
Get Book Here
Book Description
Learning from children about citizenship status and how it shapes their schooling There is a persistent assumption in the field of education that children are largely unaware of their immigration status and its implications. In Knowing Silence, Ariana Mangual Figueroa challenges this “myth of ignorance.” By listening carefully to both the speech and significant silences of six Latina students from mixed-immigration-status families, from elementary school into middle school and beyond, she reveals the complex ways young people understand and negotiate immigration status and its impact on their lives. Providing these children with iPod Touches to record their own conversations, Mangual Figueroa observes when and how they choose to talk about citizenship at home, at school, and in public spaces. Analyzing family conversations about school forms, in-class writing assignments, encounters with the police, and applications for college, she demonstrates that children grapple with the realities of citizenship from an early age. Educators who underestimate children’s knowledge, Mangual Figueroa shows, can marginalize or misunderstand these students and their families. Combining significant empirical findings with reflections on the ethical questions surrounding research and responsibility, Mangual Figueroa models new ways scholars might collaborate with educators, children, and families. With rigorous and innovative ethnographic methodologies, Knowing Silence makes audible the experiences of immigrant-origin students in their own terms, ultimately offering teachers and researchers a crucial framework for understanding citizenship in the contemporary classroom.
