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This book is one of the few scholarly works on critical pedagogy
that makes use of empirical data in the specific context of
analyzing both academic and sociopolitical articulations of
critical student agency and agentive growth of Latino immigrant
students.
This book is one of the few scholarly works on critical pedagogy
that makes use of empirical data in the specific context of
analyzing both academic and sociopolitical articulations of
critical student agency and agentive growth of Latino immigrant
students.
This book addresses and demonstrates the importance of critical
approaches to autoethnography, particularly the commitment that
such approaches make to theorizing the personal and to creating
work that embodies a social justice ethos. Arts-based and
practice-led approaches to this work allow the explanatory power of
critical theory to be linked with creative, aesthetically engaging,
and personal examples of the ideas at work. By making use of
personal stories, critical autoethnography also allows for
commenting on, critiquing, and transforming damaging and unjust
cultural beliefs and practices by questioning and problematizing
the relationships of power that are bound up in these selves,
cultures and practices. The essays in this volume provide readers
with work that demonstrates how critical autoethnography offers
researchers and scholars across multiple disciplines a method for
creatively putting critical theory into action. The book will be
vital reading for students, researchers and scholars working in the
fields of education, communication studies, sociology and cultural
anthropology, and the performing arts.
This edited volume contributes to a burgeoning field of critical
scholarship on the news media and education. This scholarship is
based on an understanding that the news media has increasingly
applied a neoliberal template that mediates knowledge and action
about education. This book calls into question what the public
knows about education, how the public is informed, and whose
interests are represented and ultimately served through the
production and distribution of information by the news media about
education. The chapters comprising this volume serve to enlighten
and call to action parents, students, educators, academics and
scholars, activists, and policymakers for social, political, and
economic transformation. Moreover, as the neoliberal agenda in
North America intensifies, the chapters in this book help to deepen
our understanding of the logics and processes of the neoliberal
privatization of education and the accompanying social discourses
that facilitate the reduction of social relations to a transaction
in the marketplace. The chapters examine the news media and the
reproduction of neoliberal educational reforms (A Nation at Risk,
Teach For America, charter schools, think tanks, and PISA) and
resistance to neoliberal educational reforms (online activism and
radical Black press) while also broadening our conceptual
understanding of the marketization and mediatization of educational
discourses. Overall, the book provides an in-depth understanding of
the neoliberal privatization of education by extending critical
examinations to this underrepresented field of cultural production:
the news media coverage of education. The contribution of this
edited volume, therefore, helps to build an understanding of the
contemporary dynamics of capital accumulation to inform public
resistance for social transformation.
This Fist Called My Heart: The Peter McLaren Reader, Volume I is
"at the same time an homage, a gathering, an intellectual
activist's...toolkit, a teacher's bullshit detector, a parent's
demand list and an academic's orienting topography. This collection
of essays...represents some of the most central and important work
of Peter McLaren; work he has done on behalf of people's liberation
and humanization over more than three decades. [It provides]
readers with an opportunity to develop a deep understanding of
McLaren's intellectual history and academic development, and the
thinking processes that lead to his current framework and
intellectual/philosophical/political situatedness in humanist
Marxism. Through these gathered and sequentially presented essays,
readers will be able to `see' McLaren in the process of his theory
construction, over time, without missing his essence of struggling
for a just society that promotes the full humanity and liberation
of all people. [Here,] we have curated some of the most exemplary
essays along the trajectory of Peter McLaren's long and impactful
career. These pieces track and document Peter's intellectual grow
as one of North America's most important intellectuals and
advocates for critical pedagogy; his theorizing of the discursive
and the everyday through post-modernist and post-structural lenses;
his contributions to the literature and practice of critical
multiculturalism; his stirring work on capitalist empire, and
valiant struggles to resist it; through to his foundational, long
held connection and cutting edge contribution to the field of
humanist Marxism."
This Fist Called My Heart: The Peter McLaren Reader, Volume I is
"at the same time an homage, a gathering, an intellectual
activist's...toolkit, a teacher's bullshit detector, a parent's
demand list and an academic's orienting topography. This collection
of essays...represents some of the most central and important work
of Peter McLaren; work he has done on behalf of people's liberation
and humanization over more than three decades. [It provides]
readers with an opportunity to develop a deep understanding of
McLaren's intellectual history and academic development, and the
thinking processes that lead to his current framework and
intellectual/philosophical/political situatedness in humanist
Marxism. Through these gathered and sequentially presented essays,
readers will be able to `see' McLaren in the process of his theory
construction, over time, without missing his essence of struggling
for a just society that promotes the full humanity and liberation
of all people. [Here,] we have curated some of the most exemplary
essays along the trajectory of Peter McLaren's long and impactful
career. These pieces track and document Peter's intellectual grow
as one of North America's most important intellectuals and
advocates for critical pedagogy; his theorizing of the discursive
and the everyday through post-modernist and post-structural lenses;
his contributions to the literature and practice of critical
multiculturalism; his stirring work on capitalist empire, and
valiant struggles to resist it; through to his foundational, long
held connection and cutting edge contribution to the field of
humanist Marxism."
Democracy can mean a range of concepts, covering everything from
freedoms, rights, elections, governments, processes, philosophies
and a panoply of abstract and concrete notions that can be mediated
by power, positionality, culture, time and space. Democracy can
also be translated into brute force, hegemony, docility, compliance
and conformity, as in wars will be decided on the basis of the
needs of elites, or major decisions about spending finite resources
will be the domain of the few over the masses, or people will be
divided along the lines of race, ethnicity, class, religion, etc.
because it is advantageous for maintaining exploitative political
systems in place to do so. Often, these frameworks are developed
and reified based on the notion that elections give the right to
societies, or segments of societies, to install regimes,
institutions and operating systems that are then supposedly
legitimated and rendered infinitely just because formal power
resides in the hands of those dominating forces. This book is
interested in advancing a critical analysis of the hegemonic
paradigm described above, one that seeks higher levels of political
literacy and consciousness, and one that makes the connection with
education. What does education have to do with democracy? How does
education shape, influence, impinge on, impact, negate, facilitate
and/or change the context, contours and realities of democracy? How
can we teach for and about democracy to alter and transform the
essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy,
and is underpinned by an analysis of meaningful, critically-engaged
education. Is it enough to be kind, nice, generous and hopeful when
we can also see signs of rampant, entrenched and debilitating
racism, sexism, poverty, violence, injustice, war and other social
inequalities? If democracy is intended to be a legitimating force
for good, how does education inform democracy? What types of
knowledge, experience, analysis and being are helpful to bring
about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international
scholars, this book includes three sections: Constructing Meanings
for Democracy and Decency; Justice for All as Praxis; and Social
Justice in Action for Democracy, Decency, and Diversity:
International Perspectives. The underlying thread that is
interwoven through the texts is a critical reappraisal of
normative, hegemonic interpretations of how power is infused into
the educational realm, and, importantly, how democracy can be
re-situated and re-formulated so as to more meaningfully engage
society and education.
Democracy can mean a range of concepts, covering everything from
freedoms, rights, elections, governments, processes, philosophies
and a panoply of abstract and concrete notions that can be mediated
by power, positionality, culture, time and space. Democracy can
also be translated into brute force, hegemony, docility, compliance
and conformity, as in wars will be decided on the basis of the
needs of elites, or major decisions about spending finite resources
will be the domain of the few over the masses, or people will be
divided along the lines of race, ethnicity, class, religion, etc.
because it is advantageous for maintaining exploitative political
systems in place to do so. Often, these frameworks are developed
and reified based on the notion that elections give the right to
societies, or segments of societies, to install regimes,
institutions and operating systems that are then supposedly
legitimated and rendered infinitely just because formal power
resides in the hands of those dominating forces. This book is
interested in advancing a critical analysis of the hegemonic
paradigm described above, one that seeks higher levels of political
literacy and consciousness, and one that makes the connection with
education. What does education have to do with democracy? How does
education shape, influence, impinge on, impact, negate, facilitate
and/or change the context, contours and realities of democracy? How
can we teach for and about democracy to alter and transform the
essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy,
and is underpinned by an analysis of meaningful, critically-engaged
education. Is it enough to be kind, nice, generous and hopeful when
we can also see signs of rampant, entrenched and debilitating
racism, sexism, poverty, violence, injustice, war and other social
inequalities? If democracy is intended to be a legitimating force
for good, how does education inform democracy? What types of
knowledge, experience, analysis and being are helpful to bring
about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international
scholars, this book includes three sections: Constructing Meanings
for Democracy and Decency; Justice for All as Praxis; and Social
Justice in Action for Democracy, Decency, and Diversity:
International Perspectives. The underlying thread that is
interwoven through the texts is a critical reappraisal of
normative, hegemonic interpretations of how power is infused into
the educational realm, and, importantly, how democracy can be
re-situated and re-formulated so as to more meaningfully engage
society and education.
This edited volume contributes to a burgeoning field of critical
scholarship on the news media and education. This scholarship is
based on an understanding that the news media has increasingly
applied a neoliberal template that mediates knowledge and action
about education. This book calls into question what the public
knows about education, how the public is informed, and whose
interests are represented and ultimately served through the
production and distribution of information by the news media about
education. The chapters comprising this volume serve to enlighten
and call to action parents, students, educators, academics and
scholars, activists, and policymakers for social, political, and
economic transformation. Moreover, as the neoliberal agenda in
North America intensifies, the chapters in this book help to deepen
our understanding of the logics and processes of the neoliberal
privatization of education and the accompanying social discourses
that facilitate the reduction of social relations to a transaction
in the marketplace. The chapters examine the news media and the
reproduction of neoliberal educational reforms (A Nation at Risk,
Teach For America, charter schools, think tanks, and PISA) and
resistance to neoliberal educational reforms (online activism and
radical Black press) while also broadening our conceptual
understanding of the marketization and mediatization of educational
discourses. Overall, the book provides an in-depth understanding of
the neoliberal privatization of education by extending critical
examinations to this underrepresented field of cultural production:
the news media coverage of education. The contribution of this
edited volume, therefore, helps to build an understanding of the
contemporary dynamics of capital accumulation to inform public
resistance for social transformation.
The word fundamentalism usually conjures up images of religions and
their most zealous followers. Much less often the word appears in
connection with political economy. The phrase "free market" gives
the connotation that capitalism is freedom. Neoliberalism is the
rise of global free-market fundamentalism. It reaches into nearly
every aspect of our daily lives as it seeks to dominate and
eliminate the last vestiges of public domains through wanton
privatization and deregulation. It degrades all that is public. The
good news is that a global community of resistance continues to
struggle against neoliberal oppression. Formal and informal
education entities contribute to these struggles, offering visions
and strategies for creating a better future. The purpose of this
volume is twofold. Several contributors will highlight how the
neoliberal agenda is impacting educational policy formation,
teaching and learning, and relationships between institutions of
higher education and communities. Other contributors will highlight
how the global community has gradually become conscious of the
ideological doctrine and how it is responsible for human suffering
and misery. The volume is needed because the growing body of
educational research linked to exploring the impact of
neoliberalism on education and society fails to provide conceptual
or historical understanding of this ideology. It is also an
important scholarly intervention because it provides insights as to
why educators, scholars, and other global citizens have challenged
the intrusion of market forces over life inside universities and
colleges. Teaching faculty, research faculty, and anyone who yearns
to understand what is behind the debilitating trend of commercial
forces subverting humanizing educational projects would benefit
from this volume. Activists, educators, youth, and scholars who
seek strategies and visions for building democratic higher
education and a more democratic society would consider this volume
essential reading.
The word fundamentalism usually conjures up images of religions and
their most zealous followers. Much less often the word appears in
connection with political economy. The phrase "free market" gives
the connotation that capitalism is freedom. Neoliberalism is the
rise of global free-market fundamentalism. It reaches into nearly
every aspect of our daily lives as it seeks to dominate and
eliminate the last vestiges of public domains through wanton
privatization and deregulation. It degrades all that is public. The
good news is that a global community of resistance continues to
struggle against neoliberal oppression. Formal and informal
education entities contribute to these struggles, offering visions
and strategies for creating a better future. The purpose of this
volume is twofold. Several contributors will highlight how the
neoliberal agenda is impacting educational policy formation,
teaching and learning, and relationships between institutions of
higher education and communities. Other contributors will highlight
how the global community has gradually become conscious of the
ideological doctrine and how it is responsible for human suffering
and misery. The volume is needed because the growing body of
educational research linked to exploring the impact of
neoliberalism on education and society fails to provide conceptual
or historical understanding of this ideology. It is also an
important scholarly intervention because it provides insights as to
why educators, scholars, and other global citizens have challenged
the intrusion of market forces over life inside universities and
colleges. Teaching faculty, research faculty, and anyone who yearns
to understand what is behind the debilitating trend of commercial
forces subverting humanizing educational projects would benefit
from this volume. Activists, educators, youth, and scholars who
seek strategies and visions for building democratic higher
education and a more democratic society would consider this volume
essential reading.
The word fundamentalism usually conjures up images of religions and
their most zealous followers. Much less often the word appears in
connection with political economy. The phrase "free market" gives
the connotation that capitalism is freedom. Neoliberalism is the
rise of global free-market fundamentalism. It reaches into nearly
every aspect of our daily lives as it seeks to dominate and
eliminate the last vestiges of public domains through wanton
privatization and deregulation. It degrades all that is public. The
good news is that a global community of resistance continues to
struggle against neoliberal oppression. Formal and informal
education entities contribute to these struggles, offering visions
and strategies for creating a better future.The purpose of this
volume is twofold. Several contributors will highlight how the
neoliberal agenda is impacting educational policy formation,
teaching and learning, and relationships between K-12 schools and
communities. Other contributors will highlight how the global
community has gradually become conscious of the ideological
doctrine and how it is responsible for human suffering and misery.
The volume is needed because the growing body of educational
research linked to exploring the impact of neoliberalism on schools
and society fails to provide conceptual or historical understanding
of this ideology. It is also an important scholarly intervention
because it provides insights as to why educators, scholars, and
other global citizens have challenged the intrusion of market
forces over life inside K-12 schools. Teacher educators,
schoolteachers, and anyone who yearns to understand what is behind
the debilitating trend of commercial forces subverting humanizing
educational projects would benefit from this volume. Activists,
educators, youth, and scholars who seek strategies and visions for
building democratic schools and a society would consider this
volume essential reading.
The word fundamentalism usually conjures up images of religions and
their most zealous followers. Much less often the word appears in
connection with political economy. The phrase "free market" gives
the connotation that capitalism is freedom. Neoliberalism is the
rise of global free-market fundamentalism. It reaches into nearly
every aspect of our daily lives as it seeks to dominate and
eliminate the last vestiges of public domains through wanton
privatization and deregulation. It degrades all that is public. The
good news is that a global community of resistance continues to
struggle against neoliberal oppression. Formal and informal
education entities contribute to these struggles, offering visions
and strategies for creating a better future.The purpose of this
volume is twofold. Several contributors will highlight how the
neoliberal agenda is impacting educational policy formation,
teaching and learning, and relationships between K-12 schools and
communities. Other contributors will highlight how the global
community has gradually become conscious of the ideological
doctrine and how it is responsible for human suffering and misery.
The volume is needed because the growing body of educational
research linked to exploring the impact of neoliberalism on schools
and society fails to provide conceptual or historical understanding
of this ideology. It is also an important scholarly intervention
because it provides insights as to why educators, scholars, and
other global citizens have challenged the intrusion of market
forces over life inside K-12 schools. Teacher educators,
schoolteachers, and anyone who yearns to understand what is behind
the debilitating trend of commercial forces subverting humanizing
educational projects would benefit from this volume. Activists,
educators, youth, and scholars who seek strategies and visions for
building democratic schools and a society would consider this
volume essential reading.
At the time of Obama's draconian anti-immigrant policies leading to
massive deportation of undocumented, poor immigrants of colour,
there could not be a more timely and important book than this
edited volume, which critically examines ways in which immigration,
race, class, language, and gender issues intersect and impact the
life of many immigrants, including immigrant students. This book
documents the journey, many success-stories, as well as stories
that expose social inequity in schools and U.S. society. Further,
this book examines issues of social inequity and resource gaps
shaping the relations between affluent and poor-working class
students, including students of colour. Authors in this volume also
critically unpack anti-immigrant policies leading to the separation
of families and children. Equally important, contributors to this
book unveil ways and degree to which xenophobia and linguicism have
affected immigrants, including immigrant students and faculty of
colour, in both subtle and overt ways, and the manner in which many
have resisted these forms of oppression and affirmed their
humanity. Lastly, chapters in this much-needed and well-timed
volume have pointed out the way racism has limited life chances of
people of colour, including students of colour, preventing many of
them from fulfilling their potential succeeding in schools and
society at large.
At the time of Obama's draconian anti-immigrant policies leading to
massive deportation of undocumented, poor immigrants of colour,
there could not be a more timely and important book than this
edited volume, which critically examines ways in which immigration,
race, class, language, and gender issues intersect and impact the
life of many immigrants, including immigrant students. This book
documents the journey, many success-stories, as well as stories
that expose social inequity in schools and U.S. society. Further,
this book examines issues of social inequity and resource gaps
shaping the relations between affluent and poor-working class
students, including students of colour. Authors in this volume also
critically unpack anti-immigrant policies leading to the separation
of families and children. Equally important, contributors to this
book unveil ways and degree to which xenophobia and linguicism have
affected immigrants, including immigrant students and faculty of
colour, in both subtle and overt ways, and the manner in which many
have resisted these forms of oppression and affirmed their
humanity. Lastly, chapters in this much-needed and well-timed
volume have pointed out the way racism has limited life chances of
people of colour, including students of colour, preventing many of
them from fulfilling their potential succeeding in schools and
society at large.
As the title of this book suggests, how we understand, perceive and
experience democracy may have a significant effect on how we
actually engage in, and with, democracy. Within the educational
context, this is a key concern, and forms the basis of the research
presented in this volume within a critical, comparative analysis.
The Global Doing Democracy Research Project (GDDRP), which
currently has some 70 scholars in over 20 countries examining how
educators do democracy, provides the framework in which diverse
scholars explore a host of concerns related to democracy and
democratic education, including the impact of neoliberalism,
political literacy, critical engagement, teaching and learning for
and about democracy, social justice, and the meaning of power/power
relations within the educational context. Ultimately, the
contributors of this book collectively ask: can there be democracy
without a critically engaged education, and, importantly, what role
do educators play in this context and process? Why many educators
in diverse contexts believe that they are unable, dissuaded and/or
prevented from doing thick democratic education is problematized in
this book but the authors also seek to illustrate that, despite the
challenges, barriers and concerns about doing democracy in
education, something can, and should, be done to develop, cultivate
and ingratiate schools and society with more meaningful democratic
practices and processes. This book breaks new ground by using a
similar empirical methodology within a number of international
contexts to gage the democratic sentiments and actions of
educators, which raises a host of questions about epistemology,
teacher education, policy development, pedagogy, institutional
cultures, conscientization, and the potential for transformational
change in education.
As the title of this book suggests, how we understand, perceive and
experience democracy may have a significant effect on how we
actually engage in, and with, democracy. Within the educational
context, this is a key concern, and forms the basis of the research
presented in this volume within a critical, comparative analysis.
The Global Doing Democracy Research Project (GDDRP), which
currently has some 70 scholars in over 20 countries examining how
educators do democracy, provides the framework in which diverse
scholars explore a host of concerns related to democracy and
democratic education, including the impact of neoliberalism,
political literacy, critical engagement, teaching and learning for
and about democracy, social justice, and the meaning of power/power
relations within the educational context. Ultimately, the
contributors of this book collectively ask: can there be democracy
without a critically engaged education, and, importantly, what role
do educators play in this context and process? Why many educators
in diverse contexts believe that they are unable, dissuaded and/or
prevented from doing thick democratic education is problematized in
this book but the authors also seek to illustrate that, despite the
challenges, barriers and concerns about doing democracy in
education, something can, and should, be done to develop, cultivate
and ingratiate schools and society with more meaningful democratic
practices and processes. This book breaks new ground by using a
similar empirical methodology within a number of international
contexts to gage the democratic sentiments and actions of
educators, which raises a host of questions about epistemology,
teacher education, policy development, pedagogy, institutional
cultures, conscientization, and the potential for transformational
change in education.
Thirteen contributions from academics representing a variety of
disciplines confront issues relating to social justice in a
post-9/11 world. Sample topics include the politics of coalition
building among progressive educators and the role of participatory
democracy in the critical praxis of social justice. The volume
(which is not indexed) conclude
Reinventing Critical Pedagogy offers a fresh perspective from which
to read, discuss, and debate recent critical interpretations of
schooling and our world at present. The authors build upon past
accomplishments of critical pedagogy and critique those elements
that contradict the radically democratic orientation of the field.
Ultimately, they argue that critical pedagogy needs to welcome a
wider representational and ideological base for the oppressed, and
that it should do so in a way that makes the field more vital in
the preparation for the revolutionary struggles ahead. Reinventing
Critical Pedagogy takes a step in that direction because it not
only takes to task "external" forces such as capitalism,
patriarchy, and white supremacy, but also engages the
manifestations of these external forces within critical pedagogy
itself.
Reinventing Critical Pedagogy offers a fresh perspective from which
to read, discuss, and debate recent critical interpretations of
schooling and our world at present. The authors build upon past
accomplishments of critical pedagogy and critique those elements
that contradict the radically democratic orientation of the field.
Ultimately, they argue that critical pedagogy needs to welcome a
wider representational and ideological base for the oppressed, and
that it should do so in a way that makes the field more vital in
the preparation for the revolutionary struggles ahead. Reinventing
Critical Pedagogy takes a step in that direction because it not
only takes to task OexternalO forces such as capitalism,
patriarchy, and white supremacy, but also engages the
manifestations of these external forces within critical pedagogy
itself.
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