This provocative book's starting point is a deep and profound concern about the commodification of knowledge within the contemporary university. Acts of Knowing aims to provide readers with a means of understanding the issues from the perspective of Critical Pedagogy; an educational philosophy which believes that 'knowing' must be freed from the constraints of the financial and managerialist logics which dominate the contemporary university. Critical Pedagogy is important for three key reasons: it conceptualises pedagogy as a process of engagement between the teacher and taught; secondly that that engagement is based on an underlying humanistic view about human worth and value; and thirdly that the 'knowing' which can come out of this engagement needs to be understood essentially as exchange between people, rather than a financial exchange. Cowden and Singh argue that the conception of education as simply a means for securing economic returns for the individual and for the society's positioning in a global marketplace, represents a fundamentally impoverished conception of education, which impoverishes not just individuals, but society as a whole.

An extraordinary tribute to the visions of Joyce Canaan, a vibrant academic activist who touched so many with her intellect, her acuity, her humanity and her love. Anyone interested in critical pedagogy has to read this inspiring book that takes so many slices on what the university has become and what it still might be. (Professor Michael Burawoy, University of California, Berkeley) This Festschrift is a beautiful tribute to Joyce Canaan, a woman whose revolutionary intellect and commitment should be treasured and studied, not only remembered. Each contribution illuminates her voice and expands on her spirit. The result is a volume that traces how we learn in the pursuit for justice, through building and sharing knowledge within a community of struggle. This is an important volume for any student of revolutionary and feminist education. (Sara Carpenter, Department of Educational Studies, University of Alberta) After the great global "pause", this volume presents an exciting look forward through the memory of boundary crosser, Joyce Canaan, whose life's work scrutinized the impact of neoliberal regimes of accountability and the academy's compliance with these processes. Collectively, the contributors warn of cultural myopia: that cultural near-sightedness that stands in the way of critical engagement with exclusionary mechanisms at both the pedagogic and economic levels. (Sheila Landers Macrine, University of Massachusetts, Dartmouth) Joyce Canaan's life illustrates what it means to be angry at social injustice and to challenge it through theory and practice, spirit and emotion, intellectual rigour, love and humour. This collection movingly and rigorously celebrates her personal contribution through engaging with contemporary issues for critical pedagogy today. (Jim Crowther, Honorary Fellow, University of Edinburgh) Critical Pedagogy and Emancipation: A Festschrift in Memory of Joyce Canaan offers its readers a powerful vision of how radical educational praxis based on genuine dialogue and solidarity can "humanise" both learners' and teachers' experience of education and invigorate revolutionary and socialist democratic politics of the Left. The book is written as a celebration of the legacy of Professor Joyce Canaan (1950-2018), a radical intellectual and feminist. The contributors take her project of critical pedagogical scholar-activism as their common point of departure, developing themes - drawing in particular on public sociology, social movement and popular education, as well as critical pedagogy - around critiques of the neoliberal university, popular and working-class educational movements, feminism, anti-racism, climate justice, critical theory and politically engaged teaching, learning and research.

This book is the first to focus specifically on the highly original contribution to the field of Critical Pedagogy made by the sometimes "irritable" French philosopher Jacques Ranciere. The book represents a significant addition to the growing body of work on Ranciere as well as to the field of Critical Pedagogy. While introducing and contextualising Ranciere for those unfamiliar with him, the book also develops an understanding of the singularity of his conception of pedagogy for those already acquainted with his work. Central to the book is Ranciere's vision of education as a "practice of equality" - a method grounded in an assumption of intellectual equality between students and teachers. Throughout the chapters of the book, the contemporary relevance of this vision is drawn out for educators in schools and universities, adult and popular educators, as well as for political activists. For anyone and everyone with an interest in teaching and learning, this book contains vital insights for the survival and development of education as a democratic, critical and emancipatory project.

The Routledge Handbook of Critical Pedagogies for Social Work traverses new territory by providing a cutting-edge overview of the work of classic and contemporary theorists, in a way that expands their application and utility in social work education and practice; thus, providing a bridge between critical theory, philosophy, and social work. Each chapter showcases the work of a specific critical educational, philosophical, and/or social theorist including: Henry Giroux, Michel Foucault, Cornelius Castoriadis, Herbert Marcuse, Paulo Freire, bell hooks, Joan Tronto, Iris Marion Young, Karl Marx, Antonio Gramsci, and many others, to elucidate the ways in which their key pedagogic concepts can be applied to specific aspects of social work education and practice. The text exhibits a range of research-based approaches to educating social work practitioners as agents of social change. It provides a robust, and much needed, alternative paradigm to the technique-driven 'conservative revolution' currently being fostered by neoliberalism in both social work education and practice. The volume will be instructive for social work educators who aim to teach for social change, by assisting students to develop counter-hegemonic practices of resistance and agency, and reflecting on the pedagogic role of social work practice more widely. The volume holds relevance for both postgraduate and undergraduate/qualifying social work and human services courses around the world.

The Ethical Foundations of Social Work provides an engaging, theoretically rigorous and practice-based grounding in social work ethics. The authors examine when, how and why principles and debates historically emerged, and then explicitly map them onto everyday ethical challenges and situations in social work practice. As such, the book promotes an ethically 'conscious' approach whereby principles can be applied flexibly and confidently as tools for critically responding to problems. Key features: 'Real life' case studies illustrate contemporary ethical dilemmas and help explore the process of critically analysing a situation. Demonstrates the relationship between ethical theory and practice. Shows how contemporary Codes of Practice have emerged from debates. Looks at how individuals and groups relate to each other as well as to social institutions. Boxed material focuses on key issues and summary points, and further reading supports and extends the reader. The Ethical Foundations of Social Work is essential reading for social work students and practitioners looking for a thorough grounding in ethical issues and practice. It will also be of interest more widely in social care and the social sciences.

Unparalleled in its coverage of concepts and themes, this textbook uses insights from across sociology, psychology, criminology and other areas of expertise to show how children and young people negotiate crucial challenges and transitions in their lives. It considers a wide range of theories, issues and practice dimensions and clearly shows how they connect, with fresh insights on topics including mental health, bereavement and disability in children. Foregrounding cultural diversity as a crucial dimension of sensitive practice and placing an emphasis on thinking critically and practicing reflectively throughout, this book also: * includes helpful chapter introductions, summaries and annotated further readings; * features a range of case studies, linking theory to practice; * provides active learning exercises, enabling you to apply and consolidate learning. With a companion volume that addresses human growth and development in adults, this is an invaluable tool for students as well as a useful refresher resource for experienced practitioners.

The Routledge Handbook of Critical Pedagogies for Social Work traverses new territory by providing a cutting-edge overview of the work of classic and contemporary theorists, in a way that expands their application and utility in social work education and practice; thus, providing a bridge between critical theory, philosophy, and social work. Each chapter showcases the work of a specific critical educational, philosophical, and/or social theorist including: Henry Giroux, Michel Foucault, Cornelius Castoriadis, Herbert Marcuse, Paulo Freire, bell hooks, Joan Tronto, Iris Marion Young, Karl Marx, Antonio Gramsci, and many others, to elucidate the ways in which their key pedagogic concepts can be applied to specific aspects of social work education and practice. The text exhibits a range of research-based approaches to educating social work practitioners as agents of social change. It provides a robust, and much needed, alternative paradigm to the technique-driven 'conservative revolution' currently being fostered by neoliberalism in both social work education and practice. The volume will be instructive for social work educators who aim to teach for social change, by assisting students to develop counter-hegemonic practices of resistance and agency, and reflecting on the pedagogic role of social work practice more widely. The volume holds relevance for both postgraduate and undergraduate/qualifying social work and human services courses around the world.

The Ethical Foundations of Social Work provides an engaging, theoretically rigorous and practice-based grounding in social work ethics. The authors examine when, how and why principles and debates historically emerged, and then explicitly map them onto everyday ethical challenges and situations in social work practice. As such, the book promotes an ethically 'conscious' approach whereby principles can be applied flexibly and confidently as tools for critically responding to problems. Key features: * 'Real life' case studies illustrate contemporary ethical dilemmas and help explore the process of critically analysing a situation. * Demonstrates the relationship between ethical theory and practice. * Shows how contemporary Codes of Practice have emerged from debates. * Looks at how individuals and groups relate to each other as well as to social institutions. * Boxed material focuses on key issues and summary points, and further reading supports and extends the reader. The Ethical Foundations of Social Work is essential reading for social work students and practitioners looking for a thorough grounding in ethical issues and practice. It will also be of interest more widely in social care and the social sciences.

This provocative book's starting point is a deep and profound concern about the commodification of knowledge within the contemporary university. Acts of Knowing aims to provide readers with a means of understanding the issues from the perspective of Critical Pedagogy; an educational philosophy which believes that 'knowing' must be freed from the constraints of the financial and managerialist logics which dominate the contemporary university. Critical Pedagogy is important for three key reasons: it conceptualises pedagogy as a process of engagement between the teacher and taught; secondly that that engagement is based on an underlying humanistic view about human worth and value; and thirdly that the 'knowing' which can come out of this engagement needs to be understood essentially as exchange between people, rather than a financial exchange. Cowden and Singh argue that the conception of education as simply a means for securing economic returns for the individual and for the society's positioning in a global marketplace, represents a fundamentally impoverished conception of education, which impoverishes not just individuals, but society as a whole.