Illuminating one of the most pervasive issues of our time, Popular Culture is the first book to link the importance and implications of popular culture with pedagogical practice. It shows how cultural forms such as Hollywood films, pop music, soap operas, and televangelism are organized by gender, age, class, race, and ethnicity, thus providing the contradictory text that both enables and disables emancipatory interest, so fundamental to the formation of self and society. What emerges is a redefinition of the very notion of popular culture.

With increasing belief by educators that education should include some type of vocational or career-related training, concerns have arisen over just how such programs can be effectively implemented to meet the needs of the teachers, students, and community groups. Teachers and community-based educators have questioned how work education may provide students with an understanding of the realities of life in the job market and at work, while at the same time helping them determine the practices that will define their own working lives. Learning Work directly addresses this concern. Through discussions of teaching methods and actual lesson suggestions, the authors demonstrate how the perspective of a critical pedagogy can be used to develop a clear and principled practice of work education. Numerous examples drawn from interviews and classroom observations involving a cross-section of urban, suburban, and rural schools are included, illustrating the practical implications of a theory of critical pedagogy. In their introduction, the authors provide a discussion of the relationship between a critical pedagogy and work education. The remainder of the book is divided into three parts, the first of which contains chapters that explore the technical issues involved in work education. Separate chapters address the notion of working knowledge, the concepts of skills and work design, and ways in which the learning potential of worksites can be more fully developed through work education programs. The second part examines social relations and includes discussions of workplace relations, occupational health and safety, the interrelationships between work and leisure, and the question of unions. Finally, the authors look at work as an exchange relation and demonstrate how work education can be used to foster self-assessment, help students in job search and salary negotiation processes, and prepare them for future work opportunities. Practical lesson suggestions are included in each section. An invaluable resource for teachers and education students, this book makes a substantial contribution to current debates regarding the place and purpose of work education in our secondary schools, colleges, and community-based service agencies.

Conceiving of pedagogy as a form of cultural politics and teachers, therefore, as cultural workers, Simon offers a fresh vision of the notion of pedagogy. Grounded in an ethical and political stance devoted to the advancement of human dignity, Simon reflexively considers the basis on which teachers form their own dispositions and feelings, and urges them to consider not only what they might do as teachers but what social visions are supported by their practices. In this in-depth discussion of the requirements for a pedagogy of possibility, Simon highlights the significance of his theoretical commitment as applied to educational practice. To illustrate the ways that pedagogy is implicated in the construction of a social imaginary, Simon explores how the substance of schooling might be recast in a way that involves the work of teaching in reconstituting a progressive moral project for education that can constitute part of a broadly based social transformation. He subsequently offers a social vision on which a pedagogy of possibility might be founded, and shows how schools, along with other sites of cultural production, may be understood as integral to the struggle to establish such a vision. In addition, he discusses in detail how a practice of pedagogy might be conceptualized that would help establish concrete forms of hopeful practice.

Publisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product. The clearest, most concise coverage of one of the most complex topics in medicine-updated with the latest advances in the field Clinical Neurology, Eleventh Edition, provides a comprehensive overview of basic and clinical neurology in a concise, digestible format. It links clinical neuroscience to current approaches for accurately diagnosing and effectively treating neurologic disorders. Covering all the advances in molecular biology and genetics, this popular guide emphasizes history-taking and neurologic examination as the cornerstones of diagnosis. All information is thoroughly up-to-date and presented as a practice-oriented approach to neurology based on the patient's presenting symptoms or signs. Features: * 350+ tables and figures * Chapter outlines providing overview of each topic * Treatment protocols reflecting the most recent advances in the field * Step-by-step review of the neurologic examination

"Missionary Stew" follows political fundraiser Draper Haere on a quest to uncover the secret behind a right-wing coup in an unnamed Central american country. Haere seeks the information in order to get dirt on his boss's opponent in the 1984 US Presidential election. Haere's pursuit of the truth repeatedly puts Haere's life in danger, as the powers-that-be stop at nothing to keep the episode buried. Along the way, Haere carries on an affair with the wife of his candidate and enlists the aid of Morgan Citron, an almost-Pullitzer winning journalist who has recently been released from an African prison where the prisoners where fed human flesh--the titular missionary stew. Together Citron and Haere face up against cocaine traffickers, Latin American generals, corrupt US officials, and Citron's estranged, tabloid-publisher mother.

Conceiving of pedagogy as a form of cultural politics and teachers, therefore, as cultural workers, Simon offers a fresh vision of the notion of pedagogy. Grounded in an ethical and political stance devoted to the advancement of human dignity, Simon reflexively considers the basis on which teachers form their own dispositions and feelings, and urges them to consider not only what they might do as teachers but what social visions are supported by their practices. In this in-depth discussion of the requirements for a pedagogy of possibility, Simon highlights the significance of his theoretical commitment as applied to educational practice.

To illustrate the ways that pedagogy is implicated in the construction of a social imaginary, Simon explores how the substance of schooling might be recast in a way that involves the work of teaching in reconstituting a progressive moral project for education that can constitute part of a broadly based social transformation. He subsequently offers a social vision on which a pedagogy of possibility might be founded, and shows how schools, along with other sites of cultural production, may be understood as integral to the struggle to establish such a vision. In addition, he discusses in detail how a practice of pedagogy might be conceptualized that would help establish concrete forms of hopeful practice.

With increasing attention being given to the idea that education should include some type of vocational or career-related training, concerns have arisen over just how such programs can be effectively implemented to best meet the needs of the teachers, students, and community groups involved. Specifically, teachers and community-based educators have questioned how work education may proceed in a way that provides students with an understanding of "the realities" of life in the job market and at work, while at the same time helping them to increase their effective participation in determining the practices that will define their own working lives. Learning Work directly addresses this concern. Through discussions of teaching methods and actual lesson suggestions, the authors demonstrate how the viewpoint of a critical pedagogy can be used to develop a clear and principled practice of work education. Numerous examples drawn from interviews and classroom observations in a cross-section of urban, suburban, and rural schools are included to illustrate the practical implications of a theory of critical pedagogy. In their introduction, the authors provide a brief discussion of the relationship between a critical pedagogy and work education. The remainder of the book is divided into three parts and begins with chapters that explore the technical issues involved in work education. Separate chapters address the notion of working knowledge, the concepts of skills and work design, and ways in which the learning potential of worksites can be more fully developed through work education programs. The second section examines social relations and includes discussions of workplace relations, occupationalhealth and safety, the interrelationships between work and leisure, and the question of unions. Finally, the authors look at work as an exchange relation and demonstrate how work education can be used to foster self-assessment, help students in the job search and salary negotiation processes, and prepare them for future work opportunities. Practical lesson suggestions are included in each section. An invaluable resource for both teachers and education students, this book makes a substantial contribution to current debates on the place and purpose of work education in our secondary schools, colleges, and community-based service agencies.

Illuminating one of the most pervasive issues of our time, "Popular Culture" is the first book to link the importance and implications of popular culture with pedagogical practice. It shows how cultural forms such as Hollywood films, pop music, soap operas, and televangelism are organizaed by gender, age, class, race, and ethnicity, thus providing the contradictory text that both enables and disables emancipatory interest, so fundamental to the formation of self and society. What emerges is a redefinition of the very notion of popular culture.