Pedagogy of Solidarity

Paulo FreirePsychology
Pedagogy of Solidarity

Author: Paulo Freire

Publisher: Routledge

ISBN: 9781315422794

Category: Psychology

Page: 123

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Famous Brazilian educational and social theorist Paulo Freire presents his ideas on the importance of community solidarity in moving toward social justice in schools and society. In a set of talks and interviews shortly before his death, Freire addresses issues not often highlighted in his work, such as globalization, post-modern fatalism, and the qualities of educators for the 21st century. His illuminating comments are supplemented with commentaries by other well-known scholars, such as Ana Maria Araujo Freire, Walter de Oliveira, Norman Denzin, Henry Giroux, and Donaldo Macedo.

Problematizing Public Pedagogy

Jake BurdickEducation
Problematizing Public Pedagogy

Author: Jake Burdick

Publisher: Routledge

ISBN: 9781136285158

Category: Education

Page: 261

View: 469

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The term ‘public pedagogy’ is given a variety of definitions and meanings by those who employ it. It is often used without adequately explicating its meaning, its context, or its location within differing and contested articulations of the construct. Problematizing Public Pedagogy brings together renowned and emerging scholars in the field of education to provide a theoretical, methodological, ethical, and practical ground from which other scholars and activists can explore these forms of education. At the same time it increases the viability of the concept of public pedagogy itself. Beyond adding a multifaceted set of critical lenses to the genre of public pedagogy inquiry and theorizing, this volume adds nuance to the broader field of education research overall.

Pedagogy in (E)Motion

Nellie J. Zambrana-OrtizEducation
Pedagogy in (E)Motion

Author: Nellie J. Zambrana-Ortiz

Publisher: Springer Science & Business Media

ISBN: 9789400706651

Category: Education

Page: 314

View: 463

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This personal, creative, critical work from a leading scholar of psychology is rooted in three novel concepts and aims to share critical pedagogy in the spirit of nascent potential found in the context of a colonial Puerto Rico. First comes the idea of ‘pedagogy in (e)motion’, or the emotional matrix of the teaching and learning process. Secondly, the author explores the notion of ‘street pedagogy’ as a genuine and powerful professional tool. And thirdly, the book underscores what Zambrana-Ortiz calls ‘the interconnection of the artscience within the political and biographical act of teaching’. The purpose is to inform education teaching practice with the radical framework that, like the neurosciences, believes emotions to be a vital precursor to the planning of action, the process of decision-making and the broadening of our cognitive parameters. The chapters focus on different and yet complementary dimensions of a college teaching initiative boasting a unique interplay between a transgressive narrative, reinvented methodology and authentic samples of students’ contributions to the project. Traditionally, emotional and visceral experiences have been downplayed and rejected as fundamental components of knowledge. This book makes the case for their reinstatement, and proposes that the pleasure and commitment of teaching itself can be seen as resistance given the challenging social and political context, the bureaucracy of the Puerto Rican higher education system, and the cynicism of the self-confessed cognoscenti who think that little political progress can come from within the university system. Such resistance has proved for the author a source of inspiration and has contributed to her creation and reconceptualization of approaches to critical and useful pedagogy. D edication To my students who inspire many stories and provoke many emotions and challenge my capacities... To Aura, Ignacio and Jaime for their unconditional love and their everyday lessons... A cknowledgments Many friends, mentors and colleages from the University of Puerto Rico and United States were very important pieces to my creative work. Thanks to Donaldo Macedo who encouraged the initial proposal and to Joe Kincheloe for accepting it and bringing guidance in the right moment. Colleages like Roamé Torres and Angeles Molina, from their directive positions, were extremely supportive while Sandra Macksoud, José Solís, Pedro Subirats, and Ada Prabhavat gave me guidance and constant insights in editing and translation, as well as crucial material for my narrative. Juan Vadi enhanced my graphic elements with his talent; while college mentors, current colleages, teachers, and former graduate and undergraduate students allowed me to write their stories and reflections binging fresh accents and life to the book. Thanks for ever!

Reflexivity and Criminal Justice

Sarah ArmstrongSocial Science
Reflexivity and Criminal Justice

Author: Sarah Armstrong

Publisher: Springer

ISBN: 9781137546425

Category: Social Science

Page: 388

View: 380

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This collection presents a diverse set of case studies and theoretical reflections on how criminologists engage with practitioners and policy makers while undertaking research. The contributions to this volume highlight both the challenges and opportunities associated with doing criminological research in a reflexive and collaborative manner. They further examine the ethical and practical implications of the ‘impact’ agenda in the higher education sector with respect to the production and the dissemination of criminological knowledge. Developed to serve as an internationally accessible reference volume for scholars, practitioners and postgraduate criminology students, this book responds to the awareness that criminology as a discipline increasingly encompasses not only the study of crime, but also the agencies, process and structures that regulate it. Key questions include: How can criminal justice policy be studied as part of the field of criminology? How do we account for our own roles as researchers who are a part of the policy process? What factors and dynamics influence, hinder and facilitate ‘good policy’?

Revisiting Paulo Freire’s Pedagogy of the Oppressed

Michel VandenbroeckEducation
Revisiting Paulo Freire’s Pedagogy of the Oppressed

Author: Michel Vandenbroeck

Publisher: Routledge

ISBN: 9781000177398

Category: Education

Page: 212

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This reflection on Paulo Freire’s seminal volume, Pedagogy of the Oppressed, examines the lessons learnt from Freire and their place in contemporary pedagogical theory and practice. Freire’s work has inspired ground-breaking research which Vandenbroeck has collated, demonstrating the ongoing influence on early childhood educators. Vandenbroeck brings together an international cohort of early childhood experts to present cross-cultural perspectives on the impact of Freire’s research on education around the globe. This book covers discussions on: The background to and impact of Freire’s work Alternative approaches to supporting child development Pedagogical approaches in Portugal, South Africa, Japan, New Zealand and the United States Vandenbroeck concludes with a vision for theorising and implementing emancipatory practice in early childhood education in contexts of neoliberalism. An insightful resource for academics and students in the field of Early Childhood Education and Care, Revisiting Paulo Freire’s Pedagogy of the Oppressed is a benchmark of the progress made in the field over the last half a century.

Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy

Cole ReillyEducation
Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy

Author: Cole Reilly

Publisher: IAP

ISBN: 9781617355226

Category: Education

Page: 287

View: 736

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The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.

Decolonizing Solidarity in Education

Ruben Gaztambide Fernandez
Decolonizing Solidarity in Education

Author: Ruben Gaztambide Fernandez

Publisher: Routledge

ISBN: 1138959340

Category:

Page:

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Decolonizing Solidarity in Education challenges readers to rethink the concept of solidarity as a pedagogy which can resist and repair the damages of modern colonialism. The book draws on both seminal and contemporary scholarship, beginning with a close examination of the colonial roots of solidarity. The author then constructs a new pedagogy of solidarity to be employed in decolonizing educational projects aiding the Indigenous peoples of the Americas in their struggle against persistent colonial oppression. The book recasts the pedagogical imperative of solidarity as a critical component to effective decolonization and social justice education.

The SAGE Handbook of Critical Pedagogies

Shirley R. SteinbergEducation
The SAGE Handbook of Critical Pedagogies

Author: Shirley R. Steinberg

Publisher: SAGE

ISBN: 9781526486479

Category: Education

Page: 1752

View: 781

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This extensive Handbook will bring together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections. The SAGE Handbook of Critical Pedagogies is planned to be an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies

Muslim Women, Transnational Feminism and the Ethics of Pedagogy

Lisa K. TaylorSocial Science
Muslim Women, Transnational Feminism and the Ethics of Pedagogy

Author: Lisa K. Taylor

Publisher: Routledge

ISBN: 9781317683063

Category: Social Science

Page: 316

View: 140

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Following a long historical legacy, Muslim women’s lives continue to be represented and circulate widely as a vehicle of intercultural understanding within a context of the "war on terror." Following Edward Said’s thesis that these cultural forms reflect and participate in the power plays of empire, this volume examines the popular and widespread production and reception of Muslim women’s lives and narratives in literature, poetry, cinema, television and popular culture within the politics of a post-9/11 world. This edited collection provides a timely exploration into the pedagogical and ethical possibilities opened up by transnational, feminist, and anti-colonial readings that can work against sensationalized and stereotypical representations of Muslim women. It addresses the gap in contemporary theoretical discourse amongst educators teaching literary and cultural texts by and about Muslim Women, and brings scholars from the fields of education, literary and cultural studies, and Muslim women’s studies to examine the politics and ethics of transnational anti-colonial reading practices and pedagogy. The book features interviews with Muslim women artists and cultural producers who provide engaging reflections on the transformative role of the arts as a form of critical public pedagogy.

Living Labor

Joseph B. EntinLiterary Criticism
Living Labor

Author: Joseph B. Entin

Publisher: University of Michigan Press

ISBN: 9780472903146

Category: Literary Criticism

Page: 215

View: 332

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For much of the twentieth century, the iconic figure of the U.S. working class was a white, male industrial worker. But in the contemporary age of capitalist globalization new stories about work and workers are emerging to refashion this image. Living Labor examines these narratives and, in the process, offers an innovative reading of American fiction and film through the lens of precarious work. It argues that since the 1980s, novelists and filmmakers—including Russell Banks, Helena Víramontes, Karen Tei Yamashita, Francisco Goldman, David Riker, Ramin Bahrani, Clint Eastwood, Courtney Hunt, and Ryan Coogler—have chronicled the demise of the industrial proletariat, and the tentative and unfinished emergence of a new, much more diverse and perilously positioned working class. In bringing together stories of work that are also stories of race, ethnicity, gender, and colonialism, Living Labor challenges the often-assumed division between class and identity politics. Through the concept of living labor and its discussion of solidarity, the book reframes traditional notions of class, helping us understand both the challenges working people face and the possibilities for collective consciousness and action in the global present.

God Reinvented?

J. A. van der VenReligion
God Reinvented?

Author: J. A. van der Ven

Publisher: BRILL

ISBN: 9004113304

Category: Religion

Page: 288

View: 257

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Statistics speak of a decline of faith in God. Sometimes, however, a renascence seems to take place. Are we witnessing the (re)creation of God images, or the (re)discovery of God, as the title of this book indicates.

Promoting Teacher Advocacy as Critical Teacher Leadership

Jill Bradley-LevineEducation
Promoting Teacher Advocacy as Critical Teacher Leadership

Author: Jill Bradley-Levine

Publisher: Routledge

ISBN: 9781000529579

Category: Education

Page: 184

View: 415

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Timely and accessible, this book critically explores the meaning and practice of teacher advocacy. Drawing from the work of teachers who advocate with and for students who are traditionally marginalized—including students of color, students with exceptionalities, students in poverty, and immigrant students—this volume investigates classroom realities like inequitable distribution of resources, student trauma, and uneven support for teachers’ work from administrators. Unlike other texts on teacher activism, this book embeds activism within an existing leadership framework and strategies that teachers enact within the classroom, across the school, and in their communities. Foregrounding data in the five case studies, this book is an invaluable resource for pre-service teachers and scholars in teacher education, social justice education, and educational leadership.