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Author: Jennifer Gore
Publisher: Routledge
ISBN: 1136039740
Category : Education
Languages : en
Pages : 203
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Book Description
Jennifer M. Gore examines, analyses and offers directions for the debate between critical pedagogy and feminist pedagogy, one of the fiercest within education theory.
Author: Jennifer Gore
Publisher: Routledge
ISBN: 1136039740
Category : Education
Languages : en
Pages : 203
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Book Description
Jennifer M. Gore examines, analyses and offers directions for the debate between critical pedagogy and feminist pedagogy, one of the fiercest within education theory.
Author: Andreas Walther
Publisher: Routledge
ISBN: 0429777957
Category : Education
Languages : en
Pages : 231
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Book Description
Young People and the Struggle for Participation rethinks dominant concepts and meanings of participation by exploring what young people do in public spaces and what these spaces mean to them, individually and collectively. This book discusses how different spaces and places structure and are in turn structured by young peoples’ activities. Drawing on findings from a comparative study in eight European cities, insights into different styles of youth participation emerging from formal, non-formal and informal settings are presented. The book provides a comparative analysis of how transnational discourses, national welfare states and local youth policies affect youth participation. It also investigates how it comes about that young people get involved in different forms of participation in the course of their biographies. This book will appeal to academics, researchers and post-graduate students in the fields of youth studies, community studies, sociology of education, political science, social work, psychology and anthropology.
Author: Henry A. Giroux
Publisher: SUNY Press
ISBN: 9780791400364
Category : Education
Languages : en
Pages : 340
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Book Description
Schools have been traditionally defined as institutions of instruction, but the authors of this volume challenge that position in order to generate a new set of cultural categories and constructs through which the nature and process of schooling can be more appropriately understood. Giroux and McLaren develop a theory of schooling that takes into account not only the more traditional relationship between teaching and learning, but also the import of wider cultural dynamics such as language, mass culture, popular culture, the state, theories of readership, ethnographic research, and subcultural studies.
Author: Paulo Freire
Publisher:
ISBN: 9780140225839
Category : Education
Languages : en
Pages : 153
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Book Description
Author: Carmen Luke
Publisher: Routledge
ISBN: 1136642056
Category : Education
Languages : en
Pages : 233
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Book Description
Feminisms and Critical Pedagogy centres around the theoretical effort to construct a feminist pedagogy which will democratize gender relations in the classroom, and practical ways to implement a truly feminist pedagogy.
Author: Zachary A. Casey
Publisher: State University of New York Press
ISBN: 143847976X
Category : Education
Languages : en
Pages : 248
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Book Description
Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called "RaceWork" with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observations, Building Pedagogues details the program's theoretical and pedagogical foundations; Casey and McManimon's unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process.
Author: Peter McLaren
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN: 9781433128974
Category : Critical pedagogy
Languages : en
Pages : 0
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Book Description
«Pedagogy of Insurrection» by Peter McLaren has won the American Educational Research Association, Division B Outstanding Book Recognition Award 2016. Peter McLaren, named Outstanding Educator in America by the Association of Educators of Latin America and the Caribbean in 2013 and winner of numerous awards for his scholarship and international political activism, has penned another classic work with Pedagogy of Insurrection. One of the educators that Ana Maria (Nita) Araújo Freire credits as an architect of what has come to be known worldwide as critical pedagogy, and who Paulo Freire named his 'intellectual cousin,' McLaren has consistently produced iconoclastic work that has been heralded by educators worldwide as among some of the most significant commentary on the state of education. He is Honorary President of the Instituto McLaren de Pedagogía Crítica y Educación Popular in Ensenada, México, and Honorary Director of the Center for Critical Pedagogy Research at Northeast Normal University in China.
Author: Jarvis R. Givens
Publisher: Harvard University Press
ISBN: 0674983688
Category : Education
Languages : en
Pages : 321
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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: Sandy Grande
Publisher: Rowman & Littlefield
ISBN: 161048990X
Category : Education
Languages : en
Pages : 348
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Book Description
This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.
Author: Robert H. Haworth
Publisher: PM Press
ISBN: 1604861169
Category : Political Science
Languages : en
Pages : 486
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Book Description
Education is a challenging subject for anarchists. Many are critical about working within a state-run education system that is embedded in hierarchical, standardized, and authoritarian structures. Numerous individuals and collectives envision the creation of counterpublics or alternative educational sites as possible forms of resistance, while other anarchists see themselves as “saboteurs” within the public arena—believing that there is a need to contest dominant forms of power and educational practices from multiple fronts. Of course, if anarchists agree that there are no blueprints for education, the question remains, in what dynamic and creative ways can we construct nonhierarchical, anti-authoritarian, mutual, and voluntary educational spaces? Contributors to this edited volume engage readers in important and challenging issues in the area of anarchism and education. From Francisco Ferrer’s modern schools in Spain and the Work People’s College in the United States, to contemporary actions in developing “free skools” in the U.K. and Canada, to direct-action education such as learning to work as a “street medic” in the protests against neoliberalism, the contributors illustrate the importance of developing complex connections between educational theories and collective actions. Anarchists, activists, and critical educators should take these educational experiences seriously as they offer invaluable examples for potential teaching and learning environments outside of authoritarian and capitalist structures. Major themes in the volume include: learning from historical anarchist experiments in education, ways that contemporary anarchists create dynamic and situated learning spaces, and finally, critically reflecting on theoretical frameworks and educational practices. Contributors include: David Gabbard, Jeffery Shantz, Isabelle Fremeaux & John Jordan, Abraham P. DeLeon, Elsa Noterman, Andre Pusey, Matthew Weinstein, Alex Khasnabish, and many others.
