The editors of this book employ social, cognitive, linguistic, and political theoretical innovations to develop a new conception of critical thinking. They examine how such a construct might be taught in a variety of social settings and disciplines. Using a host of previously neglected perspectives--sociocognition, issues of political economy, complexity theory, and critical theoretical notions of epistemology and power theory--the editors and authors present a conceptually sophisticated yet accessible compendium on critical thinking. The introduction guides readers through the reconceptualization process. Specific entries focus on particular dimensions of the challenges to old-style critical thinking. In this context, readers can choose entries that discuss various means of engaging students in the "critical complex perspective" of critical thinking. The encyclopedia is aware of both theoretical concerns and the everyday realities of schooling in the 21st century. As such, it rounded in a respectful view of teachers that assumes they are capable of levels of expertise unacknowledged by many contemporary articulations of school reform. The educational, cognitive, and professional vision developed in the encyclopedia offers a profound alternative to the top-down impositional models now sweeping the nation's school districts.

The Miseducation of the West examines the ways in which educational institutions such as media and schools have shaped Western views of Islam. The nature of these messages tells readers as much, if not more, about Western self-images as they do about Islam and Islamic peoples. Quickly emerging is a Western perspective on the "other." Westerners found easy justification for the colonial conquest of many Islamic lands. In the 18th, 19th, and early 20th centuries England, France, and to a lesser extent Russia colonized much of the Mulsim world with the United States entering the picture after World War II. Economic colonialization, the oil business, interference with various governments, and the way these events and people are represented in the formal curriculum of schools and the informal curriculum of the media are central dimensions of this work. The contemporary expression of these stories involve the Bush administration's and its conservative allies' efforts to teach the nation about the true meaning of 9/11 and Islamic terrorism. In various reports, conservative organizations with close ties to the Bush White House, present forceful views of what historical concepts should be taught in U.S. schools. As Joe L. Kincheloe states in his thoughtful introduction, these efforts "represent a return to a 1954 view of America as the bearer of the democratic torch to the anti-democratic forces of the world. A critical education must counter such tendencies and work to conceptualize 9/11 in a variety of contexts." The essayists in this book write with different voices from diverse viewpoints, contributing to a discussion that will not end for years to come.

This book calls for a new type of teacher education that empowers teachers to be self-directed professionals. Joe Kincheloe believes that the current trend of teaching teachers to learn an empirical knowledge base which they then implement in their classrooms is demeaning to teachers and teaches them not to think. He cites, for example, the emphasis on lesson plan format, the writing of behavioral objectives, and pre-packaged activities. One way to achieve thoughtful empowerment is through critical action research, or teaching practitioner thinking. The author illustrates the roots of his theory in Deweyan learning through action and in the more modern active learning approach. He then applies Piagetian constructivism and critical hermeneutics to develop a post-formal model of practitioner thought, which he labels critical constructivism. Kincheloe theorizes on the ways such a model would impact teaching and learning in a college of education. Autonomous, self-reflective, critical thinking teachers who take their profession seriously must understand the political consequences of this approach, states the author, as it will change the face of the school and elicit a backlash of opposition. While the book develops a unique vision of practitioner thinking, it is also firmly grounded in the realities of school life and is written in an accessible style that is not geared to one specific group.

This book analyzes the ways that workers are ?educated,? via a variety of institutions, to fit into the contemporary labor-unfriendly economic system. As he examines the history and purposes of vocational education, Kincheloe illustrates the manner in which this education shapes the politics of the era. How Do We Tell the Workers? is important read

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Teachers as Researchers urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themselves.

Teachers are being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. It argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils.

Now re-released to introduce this classic guide for teachers, the new edition of Teachers as Researchers now also includes an introductory chapter by Shirley R. Steinberg, McGill University, that sets the book within the context of both the subject and the historical perspective. In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research.

Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this definitive book.

Teachers as Researchers urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themselves. Teachers are being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. It argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils. Now re-released to introduce this classic guide for teachers, the new edition of Teachers as Researchers now also includes an introductory chapter by Shirley R. Steinberg that sets the book within the context of both the subject and the historical perspective. In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this definitive book.

In Rethinking Language Arts: Passion and Practice, Second Edition, author Nina Zaragoza uses the form of letters to her students to engage pre-service teachers in reevaluating teaching practices, thus bringing to life a vision of an alternative classroom environment in which the teacher is the prime mover and creative leader. Zaragoza discusses and explains the need for teachers to be decision makers, reflective thinkers, political beings, and agents of social change in order to create a positive and inclusive classroom setting. This book is both a critical text that deconstructs the way language arts are traditionally taught in our schools as well as a visionary text with clear, no-nonsense directions on how to provide much needed change in our schools.

Series Information:
Teaching and Thinking

The evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr. Magoo are all examples of images in our culture which can become the basis of negative attitudes and subliminal prejudice towards persons with disabilities. These attitudes influence and underlie discriminatory acts, resulting in negative treatment and segregation. A teacher's ability to recognize and counter such images may well determine the success of inclusion and mainstreaming programs in our schools and society. Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.

Series Information:
Critical Education Practice

The evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr Magoo are all examples of images in our culture which can become the basis of negative attitudes and subliminal prejudice towards persons with disabilities. These attitudes influence and underlie discriminatory acts, resulting in negative treatment and segregation. A teacher's ability to recognise and counter such images may well determine the success of inclusion and mainstreaming programs in our schools and society. Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.

This book focuses directly on student empowerment through meaningful research. It fills a significant gap in educational literature by making explicitly the relationship between teaching method, classroom practice, and the production of knowledge. Drawing on the best of theoretical innovations over the last decade, "Students as Researchers "places them in a living accessible context. With a sound basis in theory, the book is also extremely practical and accessible for students, giving scenarios and examples that can be used to reveal the workings and benefits of research.

This book focuses directly on student empowerment through meaningful research. It fills a specific gap in educational literature by making explicit the relationship between teaching method, classroom practice, and the production of knowledge. Drawing on the best of theoretical innovations over the last decade Students as Researchers places them in a living accessible context. With a sound basis in theory, the book is also extremely practical and accessible for students, giving scenarios and examples that can be used to reveal the workings and benefits of research.

Focusing on the causes for the continuing marginalization of minority children, this book examines inner-city education, its teaching practices, curricular rationales, perspectives of teachers and students, and the institutions themselves.

Focusing on the causes for the continuing marginalization of minority children, this book examines inner-city education, its teaching practices, curricular rationales, perspectives of teachers and students, and the institutions themselves.

This book consists of a collection of original essays on the work of Paulo Freire, based on diverse experiences of First and Third world contexts. All of authors argue that Paulo Freire is the cornerstone upon which a new vision and strategies of liberation can be built. The book offers a broad interpretive base addressing Marxist and post-socialist, modern and post-modern, hermeneutical, feminist and post-colonial perspectives.

This book analyzes the ways that workers are ?educated,? via a variety of institutions, to fit into the contemporary labor-unfriendly economic system. As he examines the history and purposes of vocational education, Kincheloe illustrates the manner in which this education shapes the politics of the era. How Do We Tell the Workers? is important reading for policy makers, labor leaders, and educators.