Critical Pedagogy for Social Justice (häftad)
Häftad (Paperback / softback)
Antal sidor
Continuum Publishing Corporation
213 x 140 x 18 mm
272 g
Antal komponenter
22:B&W 5.5 x 8.5 in or 216 x 140 mm (Demy 8vo) Perfect Bound on White w/Gloss Lam
Critical Pedagogy for Social Justice (häftad)

Critical Pedagogy for Social Justice

Häftad Engelska, 2011-12-22
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This is an incisive analysis of how Critical Pedagogy can be a force for positive change in schools around the world, helping the most disadvantaged students. We live in a time when those who wield unrestrained power believe they have the inalienable right to determine the destiny, nature and shape of social institutions like schools. "Critical Pedagogy for Social Justice" challenges this arrogance by showing how teachers, students, parents, communities, and researchers can develop narratives that amount to working with and for those who are increasingly being silenced, marginalised and excluded. John Smyth sets out to revisit critical pedagogy from a number of key leverage points. The overarching aim of the book is to unmask the deforming and distorting way power operates, while at the same time revealing how a commitment to a more socially just world can exist in the everyday lives and narratives of people who have a passion for transformative possibilities. This clear, concise, and persuasive book is ideal for those who are dissatisfied with the current turn in education and who are seeking an alternative set of views that emerge from the grounded experiences and practices in schools struggling with the most disadvantaged circumstances. Series blurb: Commemorating the 40th anniversary of "Pedagogy of the Oppressed", the new series "Critical Pedagogy Today" provides a range of incisive overviews and applications of Critical Pedagogy across fields and disciplines. Building on the work of Paulo Freire, the series reinvigorates his legacy and provides educators with an array of tools for questioning contemporary practices and forging new pedagogical methods.
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Övrig information

John Smyth is Research Professor of Education at the University of Ballarat, Australia. He previously held the Foundation Chair of Teacher Education and was Associate Dean of Research, School of Education, Flinders University, and was Director of the Flinders Institute for the Study of Teaching for 13 years. His books include Teachers in the Middle and Critical Discourses in Teacher Development.


Contents; Acknowledgements; Figures; Chapter 1; Critical Hope that aims to counter 'the crippling fatalism of neoliberalism'; Opening explanatory comment; Educated hope - a prolegomenon; Getting 'Control of Destiny'; Critical hope - the real deal!; Chapter 2; Teachers-as-intellectuals in neoliberal time; Preamble; The basis of the argument; Teaching as intellectual work; Arguing for a critical pedagogy of teaching; Challenging 'management pedagogies'; A critical re-imagining of teaching; Teachers as intellectuals/political actors; Problematizing approaches to teaching; Teaching for social responsibility and against the grain; Teaching for democracy and social justice; Critical teaching and critical pedagogy in the classroom; Conclusion; Chapter 3; Students-as-activists in their own learning; Continuing the arguments for student voice; Implications for school culture, organization and leadership; Climbing over the rocks in the road: the case of Mango High School; The wider context of Mango High School and it's context; The research problem and methodology; Navigation a pathway towards relationships; When students have 'relational power': the school as a site for identity formation; Leadership matters!; Chapter 4; Critically Engaged 'Community Capacity Building' that 'Speaks Back' to Social Exclusion; Introduction; Working from the margins - or, the 'spaces of radical openness'; Re-working what is meant by 'community capacity building'; 1.Identifying strengths and constraints; 2.Relationships-centered and dialogical problem solving approach; 3.Analytical of contexts and circumstances; Community capacity building: contested, conflictual, congenital?; How is the 'community organizing' approach to school reform different; The relevance of a community organizing approach to school reform in contexts of disadvantage; A place in which to start rather than finish - when it comes to community engagement; Listen/Talk; Collect/Research; Reflect/Refine; Interrupt/Suggest; Act/Celebrate; Chapter 5; Continuing the Struggle... pursuing the Light on the Hill through a conversation with Joe Kincheloe; References.