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Devoted to and inspired by the late Maxine Greene, a champion of
education and advocator of the arts, this book recognizes the
importance of Greene's scholarship by revisiting her oeuvre in the
context of the intellectual historicity that shaped its formation.
As a scholar, Greene dialogued with philosophers, social theorists,
writers, musicians, and artists. These conversations reveal the
ways in which the arts, just like philosophy and science, allow for
the facilitation of "wide-awakeness," a term that is central to
Greene's pedagogy. Amidst contemporary trends of neoliberal,
one-size-fits-all curriculum reforms in which the arts are
typically squeezed out or pushed aside, Greene's work reminds us
that the social imagination is stunted without the arts. Artistic
ways of knowing allow for people to see beyond their own worlds and
beyond "what is" into other worlds of "what was" and "what might"
be some day. This volume demonstrates Maxine Greene's profound
ability to illuminate the importance of the artistic world and the
imaginary for development of the self in the world and for
encouraging a "wide-awakeness" reflective of an emerging political
awareness and a longing for a democratic world that "is not yet."
This book was originally published as a Special Issue of The Review
of Education, Pedagogy and Cultural Studies.
Devoted to and inspired by the late Maxine Greene, a champion of
education and advocator of the arts, this book recognizes the
importance of Greene's scholarship by revisiting her oeuvre in the
context of the intellectual historicity that shaped its formation.
As a scholar, Greene dialogued with philosophers, social theorists,
writers, musicians, and artists. These conversations reveal the
ways in which the arts, just like philosophy and science, allow for
the facilitation of "wide-awakeness," a term that is central to
Greene's pedagogy. Amidst contemporary trends of neoliberal,
one-size-fits-all curriculum reforms in which the arts are
typically squeezed out or pushed aside, Greene's work reminds us
that the social imagination is stunted without the arts. Artistic
ways of knowing allow for people to see beyond their own worlds and
beyond "what is" into other worlds of "what was" and "what might"
be some day. This volume demonstrates Maxine Greene's profound
ability to illuminate the importance of the artistic world and the
imaginary for development of the self in the world and for
encouraging a "wide-awakeness" reflective of an emerging political
awareness and a longing for a democratic world that "is not yet."
This book was originally published as a Special Issue of The Review
of Education, Pedagogy and Cultural Studies.
Critical Praxis Research (CPR) is a teacher research methodology
designed to bridge the divide between practitioner and scholar,
drawing together many strands to explain the research process not
just as something teacher researchers do, but as a fundamental part
of who teacher researchers are. Emphasizing the researcher over the
method, CPR embraces and amplifies the skills and passions teachers
naturally bring to their research endeavours. Emerging from the
tradition of critical pedagogy, Critical Praxis Research: Breathing
New Life into Research Methods for Teachers transcends longstanding
debates over quantitative vs. qualitative and scholar vs.
practitioner research. The text examines the histories and current
applications of common methodologies and re-conceptualizes the ways
that these methodologies can be used to enhance teachers identities
as practitioners and researchers. It also provides a critical
examination of the role of Institutional Review Boards, and
explores the complexity and ethics of data collection, data
analysis, and writing. Through guiding questions and writing
prompts, the author encourages readers to think through the process
of design and conducting CPR. The text is theoretically rich, but
written in an accessible style infused with metaphor, irony, and
humour. Critical Praxis Research: Breathing New Life into Research
Methods for Teachers is both instructive and uplifting, sending the
message that research is difficult but also joyful, like life
itself."
Critical Praxis Research (CPR) is a teacher research methodology
designed to bridge the divide between practitioner and scholar,
drawing together many strands to explain the research process not
just as something teacher researchers do, but as a fundamental part
of who teacher researchers are. Emphasizing the researcher over the
method, CPR embraces and amplifies the skills and passions teachers
naturally bring to their research endeavours. Emerging from the
tradition of critical pedagogy, Critical Praxis Research: Breathing
New Life into Research Methods for Teachers transcends longstanding
debates over quantitative vs. qualitative and scholar vs.
practitioner research. The text examines the histories and current
applications of common methodologies and re-conceptualizes the ways
that these methodologies can be used to enhance teachers'
identities as practitioners and researchers. It also provides a
critical examination of the role of Institutional Review Boards,
and explores the complexity and ethics of data collection, data
analysis, and writing. Through guiding questions and writing
prompts, the author encourages readers to think through the process
of design and conducting CPR. The text is theoretically rich, but
written in an accessible style infused with metaphor, irony, and
humour. Critical Praxis Research: Breathing New Life into Research
Methods for Teachers is both instructive and uplifting, sending the
message that research is difficult but also joyful, like life
itself.
This year (2012) marks ten years of No Child Left Behind and the
U.S. federal government's official designation of what qualifies as
"scientifically based research" (SBR) in education. Combined, these
two policies have resulted in a narrowing of education via
standardization and high stakes testing (Au, 2007) as well as the
curtailment of forms of inquiry that are deemed legitimate for
examining education (Wright, 2006). While there has been much
debate about the benefits and limitations of the NCLB legislation
(e.g., Au, 2010) and SBR (e.g., Eisenhart & Towne, 2003),
critical researchers have held strong to their position: The
reductionistic narrowing of education curricula and educational
research cannot solve the present and historical inequities in
society and education (Shields, 2012). Contrarily, reductionism
(via standardization and/or methodological prescription)
exacerbates the challenges we face because it effectively erases
the epistemological, ontological, and axiological diversity
necessary for disrupting hegemonic social structures that lie at
the root of human suffering (Kincheloe, 2004). Not only has NCLB
proven incapable of overcoming inequalities, but there seems to be
sufficient evidence to suggest it was never really intended to
eliminate poverty and human suffering. That is, it seems NCLB,
despite its lofty title and public discourse, is actually designed
to advance the agenda of handing public education over to
for-profit corporations to manage and privatize thereby
intensifying the capitalist class' war on those who rely on a wage
to survive (Malott, 2010). In the present ethos, reductionism
upholds and retrenches the status quo (i.e. the basic structures of
power), and it puts at risk education and educational research as
means of working toward social justice (Biesta, 2007). Because
social justice can be interpreted in multiple ways, we might note
that we understand critical social justice as oriented toward
action and social change. Thus, critical education and research may
have potential to contribute to a number of social justice
imperatives, such as: redistributing land from the neo-colonizing
settler-state to Indigenous peoples, halting exploitative labor
relations and hazardous working conditions for wage-earners, and
engaging in reparations with formerly enslaved communities.
This year (2012) marks ten years of No Child Left Behind and the
U.S. federal government's official designation of what qualifies as
"scientifically based research" (SBR) in education. Combined, these
two policies have resulted in a narrowing of education via
standardization and high stakes testing (Au, 2007) as well as the
curtailment of forms of inquiry that are deemed legitimate for
examining education (Wright, 2006). While there has been much
debate about the benefits and limitations of the NCLB legislation
(e.g., Au, 2010) and SBR (e.g., Eisenhart & Towne, 2003),
critical researchers have held strong to their position: The
reductionistic narrowing of education curricula and educational
research cannot solve the present and historical inequities in
society and education (Shields, 2012). Contrarily, reductionism
(via standardization and/or methodological prescription)
exacerbates the challenges we face because it effectively erases
the epistemological, ontological, and axiological diversity
necessary for disrupting hegemonic social structures that lie at
the root of human suffering (Kincheloe, 2004). Not only has NCLB
proven incapable of overcoming inequalities, but there seems to be
sufficient evidence to suggest it was never really intended to
eliminate poverty and human suffering. That is, it seems NCLB,
despite its lofty title and public discourse, is actually designed
to advance the agenda of handing public education over to
for-profit corporations to manage and privatize thereby
intensifying the capitalist class' war on those who rely on a wage
to survive (Malott, 2010). In the present ethos, reductionism
upholds and retrenches the status quo (i.e. the basic structures of
power), and it puts at risk education and educational research as
means of working toward social justice (Biesta, 2007). Because
social justice can be interpreted in multiple ways, we might note
that we understand critical social justice as oriented toward
action and social change. Thus, critical education and research may
have potential to contribute to a number of social justice
imperatives, such as: redistributing land from the neo-colonizing
settler-state to Indigenous peoples, halting exploitative labor
relations and hazardous working conditions for wage-earners, and
engaging in reparations with formerly enslaved communities.
As standardization and "accountability" have continued to increase
in the 21st century, educators and scholars of education have
become increasingly frustrated. Yet as frustrated as we are, it is
essential that we not send to our students, children and
grandchildren the message that the past was better and they "should
have been there." Instead, we must render a clear vision of what
can be. Indeed, where would we be without the vision that has
freely been given to us from great scholars, philosophers, and
artists, as well as our own teachers, friends, neighbors, and
family? We are indebted to carry forward the legacy of these torch
bearers to present and future educators. This book is a collection
of letters to 21st century educators of all age levels and content
areas. It has been compiled with the goal of fulfilling our
responsibility to share with the next generation of educators our
vision of the future, just as our predecessors and role models
shared theirs with us. Informed by the past but oriented toward the
future, this collection aims to inspire in present and future
educators hope, wisdom and imagination for addressing the
educational challenges shaped by bureaucratic, economic and
cultural forces. Authors such as Nel Noddings, Sonia Nieto, Sandy
Grande, Riane Eisler, Mike Rose, William Schubert, William
Reynolds, and many more speak directly to their readers, building a
relationship with a scholarly backbone, and encouraging: "we saved
the best for you" because "the best" is the world you will create.
Erich Fromm's body of work, written more than 50 years ago, was
prophetic of the contemporary moment: Increasingly, global society
is threatened by the many-headed monster of corporate greed,
neo-liberalism, nihilism, extreme fundamentalist beliefs, and their
resulting effects on the natural world and the lived lives of
people. Fromm clearly warned us of the peril of the misuse of
technology and the destructive nature of man's perverse desire to
possess, control and/or destroy. Through his theories of having vs.
being, the importance of hope as active resistance, and his notion
of freedom as the capacity to love self, and others, Fromm
encouraged his readers to cultivate biophilic ways of being in the
world that will counter and heal the impending necrophilic plunder
of man's hubris. This multi-authored volume sheds new light on
Fromm's forgotten role in the formation of contemporary thought
through an engaging variety of reflexive and historical narratives
from fields of sociology, clinical psychology, political science,
critical theory of religion and education. Key concepts from his
body of work are interpreted and expressed in ways that offer
hopeful and humane alternatives to the present global conditions of
despair, greed and depersonalization.
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