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| Author | : Lee Elliott Fleischer |
| Publisher | : Brill / Sense |
| Total Pages | : 0 |
| Release | : 2009 |
| Genre | : Critical pedagogy |
| ISBN | : 9789087908386 |
Fleischer offers teachers a glimpse into a world of educational leadership which is inclusive, equitable, caring, and authentically democratic. He challenges educators to work in concert with each other to create a culture of counter-hegemonic teaching.
| Author | : Paul Orlowski |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 220 |
| Release | : 2011-06-21 |
| Genre | : Education |
| ISBN | : 9400714181 |
Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy that will help achieve a more enlightened citizenry and, as a result, a stronger democracy. Teaching about Hegemony: Race, Class and Democracy in the 21st Century promotes a progressive agenda for teaching that is rooted in critical pedagogy, it explains why ideological critique is necessary in raising political consciousness, it deconstructs white, middle-class hegemony in the formal school curriculum, and it examines corporate media and school curriculum as hegemonic devices. It also covers recent theory and research about race, class and democracy and how best to teach about these topics. Combining theory and sociological research with pedagogical approaches and classroom narratives, this book is fundamental for progressive educators interested in developing a politically conscious, progressive and active citizenry hungry for a stronger civil society.
| Author | : Lee Elliot Fleischer |
| Publisher | : BRILL |
| Total Pages | : 245 |
| Release | : 2009-01-01 |
| Genre | : Education |
| ISBN | : 9087908407 |
Peter M. Taubman, Professor and Head of Adolescence and Secondary Education, Brooklyn College, City University of New York: “Employing post-structural, psychoanalytic and critical theory to illuminate teacher education and the current state of secondary public schooling, Lee Fleischer offers us a counter-hegemonic theory of teaching. This is a far-ranging and scholarly study of current educational practices.”
| Author | : Lani Florian |
| Publisher | : Springer |
| Total Pages | : 237 |
| Release | : 2017-04-09 |
| Genre | : Education |
| ISBN | : 331954389X |
The book takes as its premise the argument that diverse learner groups are a fact of demographic change that should be considered foundational in the preparation of teachers rather than be problematized as a challenge. It promotes the idea of teacher education for inclusive education based on a consideration of what it means to educate all children together. Divided into four parts, the book considers key issues for teacher education, teacher agency, teacher education for diversity, and a research agenda for the future. In today’s world, the demographic profile of students in schools is more complex than ever before, and the increasing cultural, linguistic and developmental diversity of today’s classrooms, along with the pressure to achieve high academic standards for everybody has significant implications for how classroom teachers should be prepared to meet these demands. This book advances a new understanding of inclusive education that addresses the limitations inherent in current approaches that problematize differences between learner groups by promoting a view of difference as an aspect of human individuality. It considers the implications of the research evidence underpinning teacher education for diversity and makes suggestions for future research in the field.
| Author | : Joe L. Kincheloe |
| Publisher | : Peter Lang |
| Total Pages | : 416 |
| Release | : 2005 |
| Genre | : Education |
| ISBN | : 9780820478586 |
Classroom Teaching: An Introduction provides both prospective and practicing educators with a provocative examination of some of the most practical concerns of teaching. Topics include classroom management, effective and creative teaching methods, classroom violence, motivation, legal issues of teaching, technology, diversity, and parental involvement in their children's educational progress. Throughout this volume, special attention is given to respect for the profession and to the capacity for self-direction among educators. Both practical and visionary, Classroom Teaching: An Introduction examines the challenges of today's classroom new and exciting ways and engages teachers with questions involving educational purpose, curriculum development, contemporary educational politics, the various contexts in which schooling takes place, and the conceptual frameworks on which teachers can ground their teaching. This is a smart book on the nature of teaching and how to do it well. There is no other book like it.
| Author | : Kenneth J. Saltman |
| Publisher | : John Wiley & Sons |
| Total Pages | : 539 |
| Release | : 2018-08-30 |
| Genre | : Education |
| ISBN | : 111908234X |
The Wiley Handbook of Global Educational Reform examines educational reform from a global perspective. Comprised of approximately 25 original and specially commissioned essays, which together interrogate educational reform from a critical global and transnational perspective, this volume explores a range of topics and themes that fully investigate global convergences in educational reform policies, ideologies, and practices. The Handbook probes the history, ideology, organization, and institutional foundations of global educational reform movements; actors, institutions, and agendas; and local, national, and global education reform trends. It further examines the “new managerialism” in global educational reform, including the standardization of national systems of educational governance, curriculum, teaching, and learning through the rise of new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models. Finally, it takes on the subjective and intersubjective experiential dimensions of the new educational reforms and alternative paths for educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, and equality. An authoritative, definitive volume and the first global take on a subject that is grabbing headlines as well as preoccupying policy makers, scholars, and teachers around the world Edited by distinguished leaders in the field Features contributions from an illustrious list of experts and scholars The Wiley Handbook of Global Educational Reform will be of great interest to scholars and graduate students of education throughout the world as well as the policy makers who can institute change.
| Author | : Lajos Brons |
| Publisher | : punctum books |
| Total Pages | : 122 |
| Release | : 2017 |
| Genre | : Psychology |
| ISBN | : 1947447165 |
Any social and political arrangement depends on acceptance. If a substantial part of a people does not accept the authority of its rulers, then those can only remain in power by means of force, and even that use of force needs to be accepted to be effective. Gramsci called this acceptance of the socio-political status quo "hegemony." Every stable state relies primarily on hegemony as a source of control. Hegemony works through the dissemination of values and beliefs that create acceptance and that serve the interests of the state and/or the ruling elite (the "hegemones"). Hegemony is most efficient if it remains invisible. A key hegemonic belief is the idea that there is no alternative to the current socio-political status quo or that the way things are is "natural." The current hegemony - that is, the set of values and beliefs that bolster the current socio-political status quo - is a hegemony of psychopathy: it promotes "cultural psychopathy" and destroys empathy and compassion, thus threatening everything that makes us human. The hegemony of psychopathy is responsible for massive human suffering. It must be fought and replaced with a counter-hegemonic set of values and beliefs that promote compassion and care. Fighting hegemony requires fighting the "pillars" that support it. Most important among these are the mass media and culture industry, and mainstream economics. The former is responsible for a continuous stream of hegemonic propaganda; the latter - among others - for providing a pseudo-scientific justification for the false belief that there is no alternative. The Hegemony of Psychopathy concludes with some considerations on tactics and strategy in the struggle against the hegemony of psychopathy, but does not - and cannot - offer any concrete advice. The Hegemony of Psychopathy is a publication of Brainstorm Books, a collaboration between Punctum Books and the Literature & the Mind specialization at the University of California, Santa Barbara.
| Author | : James A. Banks |
| Publisher | : John Wiley & Sons |
| Total Pages | : 481 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 0470483288 |
'Multicultural Education' is a reader which helps educators understand the concepts, paradigms and explanations needed to become more effective practitioners in culturally, racially and language diverse classrooms.
| Author | : D. Jean Clandinin |
| Publisher | : SAGE |
| Total Pages | : 1565 |
| Release | : 2017-06-14 |
| Genre | : Education |
| ISBN | : 1526415488 |
The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies.
| Author | : Cameron White |
| Publisher | : IAP |
| Total Pages | : 243 |
| Release | : 2015-03-01 |
| Genre | : Education |
| ISBN | : 1681230372 |
Critical qualitative research informs social education through a lens that ensures the investigation of issues in education tied to power and privilege, ultimately leading to advocacy and activism. The concept of critical is increasingly challenged in this age of neoliberal reform; nevertheless, critical implies questioning, investigating and challenging in terms of equity and social justice, leading to critical consciousness (Freire, 1970). While we resist defining social education, as hopefully these ideas / concepts are fluid, the idea stems from a continual analysis and synthesis of critical theory/ critical pedagogy, media and cultural studies, social reconstruction / social justice, and social studies education framed by culturally responsive pedagogy. A social education take on critical qualitative research thus suggests multiple truths and perspectives and focuses on questions rather than answers. While many have written on qualitative educational research and some have attempted to integrate critical pedagogy and qualitative research, few have explored the specific idea of social education and critical qualitative research. A major issue is that social education claims that there are no set procedures, scripted approaches, or narrow definitions as to the possibilities of research endeavors. Social education researchers make the process and investigation their own and adapt questions, procedures, methods, and strategies throughout the experience. This reflects an ever changing criticality in the bricolage of the research (Steinberg, 2011). Critical qualitative research and social education are vital for the world of the 21st century. The onslaught of neoliberalism, corporatization, standardization, testing, and the continuing attack on public schools and educators necessitate critical approaches to teaching and learning along with critical qualitative research in social education. Ongoing issues with equity and social justice tied to race, ethnicity, class, orientation, age, and ability linking to schooling, education, teaching and learning must be addressed. The struggle between unbridled capitalism and democracy warrant these investigations in the 21st century, hopefully leading to advocacy and activism.
