A Critical Pedagogy for Democracy: Confronting Higher Education's Neoliberal Agenda with a Critical Latina Feminist Episteme

Autor/in	Monzó, Lilia D.
Titel	A Critical Pedagogy for Democracy: Confronting Higher Education's Neoliberal Agenda with a Critical Latina Feminist Episteme
Quelle	In: Journal for Critical Education Policy Studies, 14 (2014) 1, S.73-100 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Neoliberalism; Hispanic Americans; Feminism; Epistemology; Marxian Analysis; Democracy; Social Systems; Critical Theory; Universities; College Faculty; Minority Group Teachers; Race; Inclusion; Ethnography; Diversity (Faculty) + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Hispanic; Hispanoamerikaner; Feminismus; Erkenntnistheorie; Marxism; Marxismus; Demokratie; Social system; Soziales System; Kritische Theorie; University; Universität; Fakultät; Rasse; Abstammung; Inklusion; Ethnografie
Abstract	A fundamental goal of the university must be to advance a democracy based on the socialist principles of freedom and critique. A Marxist revolutionary critical pedagogy for democracy is advanced that includes a call for the inclusion of faculty of color who may bring diverse epistemes toward doing research that promotes dissent. The author provides examples of how a Latina episteme, rooted in her experiences as a member of the oppressed, demands community engagement and democratic goals necessary to providing the clarity and rehearsal needed to break free from the shackles of capitalism. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10