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AutorAllen, Ricky Lee
TitelWhiteness and Critical Pedagogy
QuelleIn: Educational Philosophy and Theory, 36 (2004) 2, S.121-136 (16 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0013-1857
DOI10.1111/j.1469-5812.2004.00056.x
SchlagwörterCritical Theory; Whites; Identification; Racial Attitudes; Race; Epistemology; Consciousness Raising
AbstractThe purpose of this article is to rethink critical pedagogy by imagining it from a race-radical perspective that owes its lineage to scholars like W. E. B. Du Bois. The author assembles a critical pedagogy that hopes to contribute to both the transformation of white identity and the abolition of white supremacy. He draws from the roots of critical pedagogy, but he also re-racializes those root elements that have unfortunately given support to the often blase or color-blind racial attitudes of many critical pedagogists. For many, the roots of critical pedagogy mean returning to the work of Paulo Freire, and, most specifically, to "Pedagogy of the Oppressed" (1970/1993), which has provided the primary foundation for critical pedagogical praxis. The author is concerned with incorporating and critiquing the ideas from this one book because they have become central to the curriculum of critical pedagogy. Certainly, "Pedagogy of the Oppressed" has significantly shaped the normative, moral and political philosophy of critical pedagogy, and thus, of critical pedagogists themselves. It is for this reason that this single book warrants such close and careful scrutiny. (ERIC).
AnmerkungenWiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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