by
Kanpol, Barry.
Call Number
370.115 21
Publication Date
1999
Summary
Critical pedagogy refers to the means and methods of testing and attempting to change the structures of schools that allow inequities. It is a cultural-political tool that takes seriously the notion of human differences, particularly those related to race, class, and gender. Critical pedagogy seeks to release the oppressed and unite people in a shared language of critique, struggle, and hope, to end various forms of human suffering. In this revised edition, Kanpol takes the pre- and in-service educators along some initial steps to becoming critical pedagogists. As before, university professors.
Format:
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155271.9063
by
Kamler, Barbara.
Call Number
808.042 22
Publication Date
2001
Format:
Electronic Resources
Relevance:
98209.2969
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3.
by
Shapiro, Sherry B., 1952-
Call Number
370.115 21
Publication Date
1999
Summary
Working within the relatively new perspective on the body as a zone of critical praxis, Shapiro lays the foundation for the theory and practice of a somatically oriented critical pedagogy.
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Electronic Resources
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98205.8594
by
Schwoch, James, 1955-
Call Number
302.230973 20
Publication Date
1992
Format:
Electronic Resources
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92248.8203
by
Boler, Megan.
Call Number
370.153 21
Publication Date
1999
Format:
Electronic Resources
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3.1526
by
Buckingham, David, 1954-
Call Number
306.071 21
Publication Date
1998
Format:
Electronic Resources
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3.1408
by
Steiner, Stanley F.
Call Number
370.115 22
Publication Date
2000
Summary
This volume is a testament to the works of Paulo Freire in the field of education as well as the life of the man. Important new dimensions to the revolutionary, innovative ideas that Freire bequeathed are explored.
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3.1088
by
Landreman, Lisa M., 1965-
Call Number
370.115 23
Publication Date
2013
Format:
Electronic Resources
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3.0954
by
Anijar, Karen.
Call Number
370.115 22
Publication Date
2000
Summary
Trekkie popular culture sees Star Trek as a unifying myth. Dr. Anijar explores this phenomena in light of the influences of television in children's lives, and the effects of utopian interpretations of Star Trek on teaching practice.
Format:
Electronic Resources
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2.2727
by
Hayward, Clarissa Rile.
Call Number
303.3 21
Publication Date
2000
Summary
"Clarissa Rile Hayward challenges the prevailing view which treats power as something powerful people have and use. Rather than seeing it as having a "face," she considers power as a complex network of social boundaries - norms, identities, institutions - which define both the field of action and the individual's freedom within it, for the "powerful" and "powerless" alike. Hayward suggests that the critical analysis of power relations should focus on the ways in which these relationships affect people's capacities to help shape the institutions and practices that govern their lives. Using a detailed comparative analysis of the relationships within two ethnically diverse educational settings - one in a low-income, predominantly African-American, urban school, the other in an affluent, predominantly white, suburban school - this book develops a compelling account of the concept of power in terms of networks of practices and relations."--Jacket.
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Electronic Resources
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1.6318
by
Roberts, Peter, 1963-
Call Number
370.1 21
Publication Date
2000
Summary
A critical introduction to the work of Paulo Friere. The author adopts a holistic approach in exploring the ontological, epistemological, ethical and pedagogical dimensions of Freire's thought, and discusses his approach to adult literacy education.
Format:
Electronic Resources
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1.5147
by
Watkins, Megan.
Call Number
371.1024 23
Publication Date
2012
Summary
Discipline and Learn: Bodies, Pedagogy and Writing explores how discipline is typically construed as a form of subjection in contemporary educational thought and in critical and cultural theory more broadly. It provides a critique of this emphasis on the repressive aspects of discipline highlighting its enabling potential and role in the development of dispositions to learning. The book engages with the work of a range of theorists: Foucault, Bourdieu, Merleau-Ponty, Mauss and Spinoza and considers their usefulness in theorizing embodiment and learning in the teaching of writing in the early years of school. Emphasis, however, is placed on the work of Bourdieu and his notion of habitus melding theory and practice in an ethnography of contemporary classrooms. This text is invaluable reading for students and academics across the social sciences and humanities interested in questions of embodiment, affect and their relation to learning. This is the most thought-provoking book to be published on pedagogy in a long, long time. Conceptually elegant and empirically rich, it undercuts conventional wisdom and potentially rearranges how we think about teaching, learning and writing. It argues that students{u2019} bodies not just their minds matter in learning, explaining how, in practice, the desire to learn is a mindful bodily disposition. And it shows how, through an enabling form of discipline, teachers can produce a scholarly habitus in all students, including the educationally disadvantaged and defiant. Jane Kenway, Professor of Education, Monash University Discipline and Learn: Bodies, Pedagogy and Writing an excellent book which makes an important contribution to our understanding of both pedagogy and the body and which is sure to spark debate in both fields. It is careful and judicious in its approach but still manages to be provocative and original. Nick Crossley, Professor of Sociology, University of Manchester.
Format:
Electronic Resources
Relevance:
1.4118
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