Peter L. McLaren - Böcker

Schools have been traditionally defined as institutions of instruction, but the authors of this volume challenge that position in order to generate a new set of cultural categories and constructs through which the nature and process of schooling can be more appropriately understood. Giroux and McLaren develop a theory of schooling that takes into account not only the more traditional relationship between teaching and learning, but also the import of wider cultural dynamics such as language, mass culture, popular culture, the state, theories of readership, ethnographic research, and subcultural studies.

Applies European critical theory to North American educational research.The contributors to this anthology bring North American research traditions into conversation with the latest advances in French, German, British, and Latin American schools of social thought. Challenging the very precepts of many empirical and analytical approaches to understanding educational phenomena, this collection of essays is indispensable for educators wishing to understand present philosophical debates.The future of educational research in the United States will largely depend on how teachers and researchers deal with the urgent issues raised in this timely and iconoclastic book.

Applies European critical theory to North American educational research.The contributors to this anthology bring North American research traditions into conversation with the latest advances in French, German, British, and Latin American schools of social thought. Challenging the very precepts of many empirical and analytical approaches to understanding educational phenomena, this collection of essays is indispensable for educators wishing to understand present philosophical debates.The future of educational research in the United States will largely depend on how teachers and researchers deal with the urgent issues raised in this timely and iconoclastic book.

This book explores and expands upon linkages between multicultural education and critical pedagogy, drawing on the shared goal of challenging oppressive social relationships.