Critical pedagogy. Where are we now?

Sonst. Personen	McLaren, Peter (Hrsg.)
Titel	Critical pedagogy. Where are we now?
Quelle	New York u.a.: Lang (2007), X, 411 S.Verfügbarkeit
Reihe	Counterpoints: studies in the postmodern theory of education. 299
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1058-1634
ISBN	0-8204-9730-4; 978-0-8204-9730-3
Schlagwörter	Bildung; Pädagogik; Kritische Pädagogik; Gemeinschaft; Gesellschaft; Lehrerausbildung; Freiheit; Ethik; Demokratie; Liberalismus; Neoliberalismus; Politische Betätigung; Teilnahme; Widerstand (Pol); Kritik; Fanon, Frantz; Freire, Paulo; USA
Abstract	In the [United States] there is a growing concern that [the country] is becoming liberal nation-state with an increasingly anti-liberal population and an electorate that is disinterested in politics. In this globalized world, the power of capital is so great that opposition to it is often discouraged and disheartened, leaving many citizens few political precepts by which to consider their institutions. This contemporary failure of vision has opened the way for the unimpeded return of the philosophy of the free market. As a result, social and educational policies are debated almost solely in terms of how they fit with the needs of the market. Social and ethical understandings are replaced by a failed economic theory that requires a radical constraint of our political and economic choices. Compassion for the poor, the market lets us know, is wrong-headed because any interference with the labour market will always result in unfortunate economic and social consequences. Moral issues are eclipsed by market needs. [In this volume] the contributors discuss how the field of critical pedagogy should respond to such dire conditions in a way that is theoretically savvy and visionary, while concurrently contributing to the struggle to improve the lives of those most hurt by them. ... The first section of the book addresses the theoretical dimensions of critical pedagogy. Often critiqued as a deficit of critical theory and pedagogy, theoretical discourse is essential in order to both legitimate and to make sense of the praxis espoused. Refusing to dumb down to the essentialist comments of scholars past, critical pedagogy demands scholarly rigor which draws heavily upon social theories, literary criticism, philosophy, and pedagogy in order to clarify itself. The second section of the book addresses the pedagogical. ... The third section of the book deals with the political dimensions of critical pedagogy. Peter McLaren begins this section with passionate [contribution] calling for the pedagogical revolution demanded by critical pedagogy. Completing the book is the afterword by Donaldo Macedo who calls for a reinsertion of what he calls criticity into critical pedagogy. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/1