Theory and Resistance in Education: Towards a Pedagogy for the Opposition

Voorkant
Greenwood Publishing Group, 2001 - 280 pagina's

At the beginning of the new millennium, educators, parents, and others should reevaluate what it means for adults and young people to grow up in a world that has been radically altered by a hyper capitalism that monopolizes the educational force of culture as it ruthlessly eliminates those public spheres not governed by the logic of the market. Giroux provides new theoretical and political tools for addressing how pedagogy, knowledge, resistance, and power can be analyzed within and across a variety of cultural spheres, including but not limited to the schools. A new introduction adds much to the well received first edition.

The time for radical social change has never been so urgent, since the fate of an entire generation of young people, if not democracy itself, is at stake. Giroux argues that challenge gives new meaning to the importance of resistance, the relevance of pedagogy, and the significance of political agency.

 

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Inhoudsopgave

Section TwoResistance and Critical Pedagogy
113
ConclusionToward a New Public Sphere
233
Notes
243

Veelvoorkomende woorden en zinsdelen

Populaire passages

Pagina 12 - IN the most general sense of progressive thought, the Enlightenment has always aimed at liberating men from fear and establishing their sovereignty. Yet the fully enlightened earth radiates disaster triumphant.
Pagina xii - Raymond Williams's insight that the "deepest impulse (informing cultural politics) is the desire to make learning part of the process of social change...
Pagina 21 - I may sum up by saying that empirical investigations are not only legitimate but essential, even in the realm of cultural phenomena. But one must not confer autonomy upon them or regard them as a universal key. Above all they must terminate in theoretical knowledge.
Pagina 21 - The call for unity of theory and practice has irresistibly degraded theory to a servant's role, removing the very traits it should have brought to that unity.

Over de auteur (2001)

HENRY A. GIROUX is Waterbury Chair Professor of Education, The Pennsylvania State University.

Bibliografische gegevens