Critical Pedagogies

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This new book, constructed from Paulo Freire’s writings near the end of his life, is characterized by the eloquence of his dreams—dreams that constituted the utopia underlying Freire’s lifelong work. Freire challenges all educators to create Circles of Dialogues, or reflective spaces, for passionate and critical reflection that is coherent and humanizing, favoring the oppressed peoples of the world.

The chapters, crafted toward the end of the twentieth century, reflect Freire’s deep concern with the assault by neoliberal policies on the basic democratic rights of the dispossessed, as he argues for the right and facility of the people to take power by reinventing power democratically. Freire’s critical reflections were prescient of the twenty-first century’s revolts and denunciations of autocratic and antidemocratic policies during the Arab Spring, the Occupy movement, and other courageous demonstrations for social justice throughout the world. Once more, Freire challenges our conscience in accessible, deep, thought-provoking writings that urge us to rehumanize popular education, employing “critical reflection steeped in history, [and] a more critical knowledge of how society works and functions.” (From the Publisher)

Table Of Content:
Foreword
Preface

ch. 1 Argentina: Paulo Freire’s Presence at the National University of San Luis
Speech: I Feel Happy and Challenged
Seminars on Critical Pedagogy
Critical Pedagogy Practice
Elements of the Educative Situation
The Struggle Never Ends, but Is Reinvented: Participants’ Questions and Paulo Freire’s Answers
Media Interview: The Confrontation
Is Not Pedagogical, but Rather Political

ch. 2 Chile
Interviews with Boris Bezama
Unafraid to Love
Educating for Freedom

ch. 3 Nicaragua
Manifesto: Ten Years of the People’s Sandinista Revolution

ch. 4 Paraguay
Discuss Seminar with Paulo Freire
Popular Education in Lati America: Contextualization and Possibilities within Transition Processes
Interview
Popular Education in Paraguay: Our Questions in Freire

ch. 5 Uruguay
Interviews
On Education, Politics, and Religion
Dialogue on Education, Television, and Social Change

Index
About the Author

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This book highlights the effects of power within the higher educational process, and argues that in order to understand the student experience we have to take seriously the institution as a context for learning.

It considers key questions such as:

• Why is the student experience of higher education sometimes negative or restricted?
• How does power operate within the institution?
• What are the forces that limit or enable student agency?
• How can institutions of higher education create conditions which best support more enabling forces?

Higher Education has its own particular culture, social relations and practices, governed by social and discursive norms. It is always implicated in relations of power through its function in society and its effects on individuals. This book considers how, for the student, these effects can be enabling and engaging, or limiting and diminishing. In exploring the effects of the institutionalization of learning and the workings of power implicated within this, it sets out to add to more cognitive and pedagogic ways of understanding student experience in higher education.

Study, Power and the University provides key reading for educational researchers and developers, academics and higher education managers.

Sarah J. Mann is Senior Lecturer in the Learning and Teaching Centre at the University of Glasgow. She is head of the Academic Development Unit and is responsible for the MEd in Academic Practice. (From the Publisher)

Table Of Content:
List of figures and tables
Acknowledgements

ch. 1 Introduction

Part 1 The student experience
ch. 2 Student approaches to learning
ch. 3 The experience of being a student

Part 2 The institution as a context for learning
ch. 4 Context and power
ch. 5 The economic and social functions of higher education
ch. 6 The institutionalisation of time, space, activity and the self
ch. 7 Learning as discursive practice
ch. 8 The special case of assessment

Part 3 Possible futures: concentration or differentiation
ch. 9 Concentration: the self and the limiting forces of the institution
ch. 10 Differentiation: the enabling forces of the institution

Notes
Appendix Table of studies of the student experience
References
Index

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This essay examines the gap between the dominant ethical frameworks for education and ideas about subjectivity, and proposes an ethic of hospitality as a framework that assumes a decentered subjectivity. First, I provide a brief overview of the ethics of autonomy, virtue, and care and highlight the conception of the subject that informs each of them. Second, I outline some philosophical critiques of the subject, as well as misunderstandings about the “death” of the subject. It should then be clear that there is a tension between new ideas about subjectivity and the ethical frameworks of autonomy, virtue, and care. Finally, I propose an ethic of hospitality and make suggestions for how this ethic might inform educational practice. 

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Chronicle of Higher Education article. Discusses critical thinking and the necessity of pushing past skepticism to consider the importance of values.

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Based on archival research, this article analyses the pedagogical gestures in Derrida’s (largely unpublished) lectures on hospitality (1995/96), with particular attention to the enactment of hospitality in these gestures. The motivation for this analysis is twofold. First, since the large-group university lecture has been widely critiqued as a pedagogical model, the article seeks to retrieve what may be of worth in the form of the lecture. Second, it is relevant to analyze the pedagogy of lectures that address the topic of hospitality, as there would be a performative contradiction in teaching inhospitably about hospitality.

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Hospitality in the classroom and digital pedagogical practices encourage participatory pedagogy and collective action. This model of learning and teaching emphasizes the shared responsibility between all members to contribute to and actively further the intellectual exchange and critical inquiry of the course; indeed, this model of learning can frame how we understand subjectivity itself.

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Blog post from In the Library with the Lead Pipe. Highlights similarities and differences between information literacy and critical thinking, especially as they relate to library instruction.

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Ira Shor is a pioneer in the field of critical education who ror over twenty years has been experimenting with learning methods. His work creatively adapts the ideas of Brazilian educator Paulo Freire for North American classrooms. In Empowering Education Shor offers a comprehensive theory and practice for critical pedagogy. For Shor, empowering education is a student-centered, critical and democratic pedagogy for studying any subject matter and for self and social change. It takes shape as a dialogue in which teachers and students mutually investigate everyday themes, social issues, and academic knowledge. Through dialogue and problem-posing, students become active agents of their learning. This book shows how students can develop as critical thinkers, inspired learners, skilled workers, and involved citizens. Shor carefully analyzes obstacles to and resources for empowering education, suggesting ways for teachers to transform traditional approaches into critical and democratic ones. He offers many examples and applications for the elementary grades through college and adult education.

"One of the most intelligent discussions of the unique function of education in a democratic society since the work of John Dewey. This theoretically compelling and practically useful book addresses the economic, political, and personal needs of students. Shor has emerged as the most reliable discussant of the uses of the work of Paulo Freire in the U.S."--James Berlin, Purdue University Ira Shor, professor of English at the Graduate Center of the City University of New York and the College of Staten Island, is author of Critical Teaching and Everyday Life, and Culture Wars: School and Society in the Conservative Restoration, 1969-1984, both published by the University of Chicago Press. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction The First Day of Class: Passing the Test

ch. 1 Education Is Politics: An Agenda for Empowerment
ch. 2 Problem-Posing: Situated and Multicultural Learning
ch. 3 Three Roads to Critical Thought: Generative, Topical, and Academic Themes
ch. 4 Critical Dialogue versus Teacher-Talk: Classroom Discourse and Social Inequality
ch. 5 Rethinking Knowledge and Society: "Desocialization" and "Critical Consciousness"
ch. 6 Democratic Authority: Resistance, Subject Matter, and the Learning Process
ch. 7 Critical Teaching and Classroom Research: An Interdisciplinary Field for Activist Learning
ch. 8 Becoming an Empowering Educator: Obstacles to and Resources for Critical Teaching
ch. 9 The Third Idiom: Inventing a Transformative Discourse for Education

References
Author Index
Subject Index

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This essay is a revised version of the "Introduction" to Critical Literacy in Action, edited by Ira Shor and Caroline Pari (1999). Discusses and defines critical literacy and links to critical pedagogy.

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Here is a comprehensive view of leading theories and practices of multicultural education from scholars of various racial and ethnic groups. The perspectives of those often left out of scholarly debate are well represented in this book. Those perspectives offer significant insights into the ways in which dominant ideologies and classroom practices have functioned to serve only one segment of the American population. (From the Publisher)

Table Of Content:
Foreword
Introduction: Exploring Connections to Build a Critical Multiculturalism
ch. 1 White Terror and Oppositional Agency: Towards a Critical Multiculturalism (Peter L. McLaren)
ch. 2 Literacy for Stupidification: The Pedagogy of the Big Lies (Donaldo Macedo)
ch. 3 White Culture and the Politics of Racial Difference: Implications for Multiculturalism (Stephen Haymes)
ch. 4 Critical Multiculturalism and Democratic Schooling: An Interview with Peter L. McLaren and Joe Kincheloe (Shirley R. Steinberg)
ch. 5 Mirror Images on Common Issues: Parallels between Multicultural Education and Critical Pedagogy (Geneva Gay)
ch. 6 From Brown Heroes and Holidays to Assimilationist Agendas: Reconsidering the Critiques of Multicultural Education (Sonia Nieto)
ch. 7 Multicultural, Critical, Feminine, and Constructive Pedagogies Seen through the Lives of Youth: A Call for the Revisioning of These and Beyond: Toward a Pedagogy for the Next Century (John Rivera and Mary Poplin)
ch. 8 The Problem with Origins: Race and the Contrapuntal Nature of the Educational Experience (Cameron McCarthy)
ch. 9 Postmodernism, the "Politically Correct," and Liberatory Pedagogy (Carl Allsup)
ch. 10 Culture as an Ongoing Dialog: Implications for Multicultural Teacher Education (Carmen Montecinos)
ch. 11 Whose Voice Is It Anyway?: Vocalizing Multicultural Analysis (Mary Ritchie)
ch. 12 Buscando America: The Contributions of Critical Latino Educators to the Academic Development and Empowerment of Latino Students in the U.S. (Antonio Darder)
ch. 13 An African-centered Pedagogy in Dialog with Liberatory Multiculturalism (Khaula Murtadha)
ch. 14 Multicultural Education beyond the Classroom (Evelyn Newman Phillips)
ch. 15 Cultural Diversity in Higher Education: An American Indian Perspective (Janine Pease-Windy Boy)
ch. 16 Reflections on My Use of Multicultural and Critical Pedagogy When Students Are White (Christine Sleeter)
Afterword
Notes on Contributors
Index

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Op-ed in Truthout. Offers a critique of market-driven educational reforms and argues for the continuing importance of putting critical pedagogy into practice.

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Distinguishes critical thinking and critical pedagogy in educational research. Traces critical pedagogy from the work of Paulo Freire and Henry Giroux. Offers an alternative that focuses on the practice of criticality. Originally published in Critical Theories in Education, Thomas S. Popkewitz and Lynn Fendler, eds. (New York: Routledge, 1999).

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Bartolome explores issues in teaching working-class minority students the mainstream academic ways of speaking necessary for success in school. Drawing from her own experience as a white teacher of Mexican- American students, she reveals the veiled antagonism between students and teacher, emphasizes the political dimensions of language, and critiques the dominant deficit ideology that underlies the cultural difference explanation of academic underachievement among linguistic minority students. (From the Publisher)

Table Of Content:
Foreword

ch. 1 Understanding Academic Discourses
ch. 2 Language and Ideology: The (Il)literacy of Linguistic-Minority Students
ch. 3 A Potentially Ideal Classroom
ch. 4 The Misteaching of Academic Discourses: Three Discourse Events
ch. 5 Student Language Performance on Language Tasks
ch. 6 Rethinking Academic Discourses: Some Pedagogical Comments

Notes
Index

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Gender and Teaching provides a vivid, focused, and interactive overview of the important gender issues in education today. This is accomplished through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches to the issues. Gender and Teaching is the third volume in the "Reflective Teaching and the Social Conditions of Schooling" series edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.
Part I includes four cases dealing with related aspects of gendered experiences in schools (nonsexist elementary school curricula, gender and race implications of special education assignment practices, homophobia in high schools and classrooms, and teaching as a woman's profession), followed by a set of teachers', administrators', and professors' reactions to each case.
Part II is an elaboration of four "public arguments"--conservative, liberal, women-centered, and radical multicultural--pertaining to the issues raised in the cases in Part I. These arguments exemplify clusters of orientations, organized around general values rather than hard and fast principles.
Part III presents the authors' own interpretations of the issues raised throughout the work and provides activities and topics for reflection and an annotated bibliography of additional resources.
Content and Pedagogical Features:
*Readers are encouraged throughout to interact with the text. They can respond to each case and compare their responses to those of others in the field.
*The cases and discussions that follow help students begin to evolve their own "practical theories"; explore and perhaps modify some of their basic beliefs and assumptions; become acquainted with other points of view; and look further into the connections and intersections of gender with other structural dynamics and practices--those of race, class, and culture--as intrinsic to their explorations into the social conditions of schooling.
*The major strands in feminist theory about women and education are presented so that students can analyze the differences among them, come up with positions of their own, and learn to defend them.
*Although the authors draw on historical and sociological frameworks that show how women have historically been discriminated against in our schools and in our society, their goal is an education that is equally fair to everyone, boys as well as girls.
Gender and Teaching is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of gender and teaching. (From the Publisher)

Table Of Content:
Series Preface
Preface
I Case Studies and Reactions
Case 1: "Sexism and the Classroom"
Case 2: "Gender, Race, and Teacher Expectations"
Case 3: "Who Gets Hurt?"
Case 4: "A Woman's Career?"
II Public Arguments
A "Conservative View": Upholding Traditional Values and High Standards
A "Liberal-Progressive View": Education for Equality and Democracy
A "Women-Centered View": Celebrating Difference
A "Radical-Multicultural View": Gender, Culture, and Societal Transformation
III Final Arguments, and Some Suggestions and Resources for Further Reflection
The Centrality of Gender for Reflective Teaching and Learning: Understanding the Interplay of Gender, Race, Class, and Culture in Educational Settings
Exercises for Further Reflection
Conclusion
Bibliography
Index

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Knowledge and Decolonial Politics: A Critical Reader offers the perspectives of educators and learners within current developmental settings, highlighting the systemic barriers faced whilst trying to implement decolonial pedagogies and practices. In the hope to challenge the dominance of Western Eurocentric thought in education and international development, the authors of this book offer counter narratives to promote the use of embodied cultural knowledges and histories, along with Indigenous perspectives, in order to subvert Western knowledge systems which are inherently colonial in nature. Changing education as we know it today requires creating spaces in which multiple knowledges can co-exist and benefit from one another. These spaces will ensure the continuity of decolonial practices and shape the intellectual politics of future generations. (From the Publisher)

Table Of Content:
Introduction (George J. Sefa Dei and Mandeep Jajj)

Ch 1. Erasing “Educational Gentrification” and Embracing the Possibilities of Indigeneity in the Classroom (Nana Bediako-Amoah)
Ch 2. Decolonizing the Ontario Classroom (Candice Griffith)
Ch 3. Contesting “Development” (Chisani Doyle-Wood)
Ch 4. An Inconvenient Truth: Centering Land as the Site of Indigenous Knowledge Protection (Wambui Karanja)
Ch 5. Spirituality, Education, and Resistance (Lwanga Gasuza Musisi)
Ch 6. Connecting to the Embodied Spirit: Working with the Body as a Healing and Decolonizing Tool (Olivia Aiello)
Ch 7. Futurity of Indigenous Languages Found in White Settler Nation-States: A Case Study on Eurocentric Pedagogy and Curriculums in Canada and South Africa (Shirleen Anushika Datt )

Index

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Abstract: We have long been encouraged to look to education, especially higher education, for the solution to social problems, particularly as a way out of poverty for the talented and the hard working. But in its appointed role as the path to upward mobility that makes inequality more acceptable, higher education is faltering these days. As funds for public institutions are cut and tuition costs soar everywhere; as for-profit education races into the breach; and as student debt grows wildly; the comfortable future once promised to those willing to study hard has begun to fade from sight.

So now is a good time to take a more serious look at the ways class structures higher education and the ways teachers can bring it into focus in the classroom. In recent decades, scholarly work and pedagogical practice in higher education have paid increasing attention to issues of race, class, gender, and sexuality.But among these four terms of analysis -- and clearly they are interrelated -- class is often an afterthought, and work that does examine class and higher education tends to focus only on admissions, on who is in the college classroom, not on what happens there.

Class and the College Classroom offers a broader look at the connections between college teaching and social class.It collects and reprints twenty essays originally published in Radical Teacher, a journal that has been a leader in the field of critical pedagogy since 1975. This wide-ranging and insightful volume addresses the interests, concerns, and pedagogical needs of teachers committed to social justice and provides them with new tools for thinking and teaching about class. (From the Publisher)

Table Of Content:
Permissions
Acknowledgments

Introduction


Part One - What Is Class?

ch. 1 Is Class an Identity?


Part Two - Who Gets To Be in the Classroom

ch. 2 A Dream Deferred: Undocumented Students at CUNY

ch. 3 Last In and First Out: Poor Students in Academe in Times of Fiscal Crisis

ch. 4 Welfare "Reform" and One Community College

ch. 5 Teaching Freire and CUNY Open Admissions


Part Three - Class and the Working Teacher

ch. 6 A Teaching Temp Talks Back

ch. 7 Instruction

ch. 8 Contingent Teaching, Corporate Universities, and the Academic Labor Movement

ch. 9 Anti-Intellectualism, Homophobia, and the Working-Class Gay/Lesbian Academic


Part Four - Students’ Class and Classroom Dynamics

ch. 10 Stories Out of School: Poor and Working-Class Students at a Small Liberal Arts College

ch. 11 Class Privilege, Oppression, and the World in the Classroom

ch. 12 Enforcing the Rules
ch. 13 Upward Mobility and Higher Education: Mining the Contradictions in a Worker Education Program


Part Five - Teaching About Class in the Humanities

ch. 14 Working-Class Cultural Studies in the University

ch. 15 All That Hollywood Allows: Film and the Working Class

ch. 16 Canon Contexts and Class Contexts: Teaching American Literature from a Market Perspective

ch. 17 Teaching Howards End to the Basts: Class Markers in the Classroom and in the Bourgeois Novel


Part Six - Teaching About Class Across the Campus

ch. 18 Empathy Education: Teaching About Women and Poverty in the Introductory Women's Studies Classroom

ch. 19 Teaching an Interdisciplinary Course on the American Upper Class

ch. 20 Teaching About Class in the Library


PostScript

Contributors

Index

Additional Info:
Responding to Jacques Derrida's vision for what a 'new' humanities should strive toward, Peter Trifonas and Michael Peters gather together in a single volume original essays by major scholars in the humanities today. Using Derrida's seven programmatic theses as a springboard, the contributors aim to reimagine, as Derrida did, the tasks for the new humanities in such areas as history of literature, history of democracy, history of profession, idea of sovereignty, and history of man. Deconstructing Derrida engages Jacques Derrida's polemic on the future of the humanities to come and expands on the notion of what us proper to the humanities in the current age of globalism and change. (From the Publisher)

Table Of Content:
Introduction - The Humanities in Deconstruction (Michael A. Peters and Peter Pericles Trifonas)

ch. 1 The Future of the Profession or the Unconditional University (Thanks to the ‘Humanities’, What Could Take Place Tomorrow) (J.Derrida)
ch. 2 Sovereignty Death Literature Unconditionality Democracy University (J.Hillis Miller)
ch. 3 Right to Humanities: Of Faith and Responsibility (D.Egéa-Kuehne)
ch. 4 Higher Education and Democracy's Promise: Jacques Derrida's Pedagogy of Uncertainty (H.A.Giroux)
ch. 5 War, Crimes Against Humanity, and the New Humanities: Derrida and the Promise of Europe (M.A.Peters)
ch. 6 Higher Education and Everyday Life (S.Aronowitz)
ch. 7 Altering the Material Conditions of Access to the Humanities (J.Willinsky)
ch. 8 The Grammatology of the Future (G.Ulmer)
ch. 9 Moving Devi (G.Chakravorty Spivak)
ch. 10 Ourselves as Another: Cosmopolitical Humanities (P.Pericles Trifonas)

Index

Additional Info:
This anti-racist feminist anthology brings together diverse and challenging theoretical perspectives on the experiences of radical educators who work to redefine pedagogies for communicating the claims of both insurgent disciplines--Women's Studies, African-American Studies, Latino Studies, Ethnic Studies, Queer Theory, etc.--and radicalized versions of traditional areas of study--History, Sociology, Foreign Languages, Literature, Philosophy. The authors' analyses of where and how feminist teachers stand in the fray of conflictive classroom dynamics and institutional politics lead them to outline new inquiries into feminist pedagogy highlighted by an intense focus on identity, experience, and difference. In doing so, Twenty-First Century Feminist Classrooms opens a space for engaged feminist self-criticism that seeks to reinvigorate pedagogical practices grounded in multicultural feminist identities. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: Feminist Reflections on the Pedagogical Relevance of Identity

ch. 1 Toward a Pedagogy of Coalition
ch. 2 Unleashing the Demons of History: White Resistance in the U.S. Latino Studies Classroom
ch. 3 Student Resistance and Nationalism in the Classroom: Reflections on Globalizing the Curriculum
ch. 4 Feminist Pedagogy and the Appeal to Epistemic Privilege
ch. 5 Negotiating Subject Positions in a Service-Learning Context: Toward a Feminist Critique of Experiential Learning
ch. 6 Antiracist Pedagogy and Concientizacion: A Latina Professor's Struggle
ch. 7 Queer Theory and Feminist Pedagogy
ch. 8 "white girls" and "Strong Black Women:" Reflections on a Decade of Teaching Black History at Predominantly White Institutions (PWIs)
ch. 9 Teaching (About) Genocide
ch. 10 Decentering the White and Male Standpoints in Race and Ethnicity Courses
ch. 11 Representation, Entitlement, and Voyeurism: Teaching Across Difference
Contributors

Index

Additional Info:
Offers a variety of practical ideas, tools, and techniques for creating democratic classrooms. The authors suggest exercises to get discussion started, strategies for maintaining its momentum, ways to elicit a diversity of views and voices, ideas for creative groupings and formats, and processes to encourage student participation. In exploring the role of the teacher in discussion, they address the tensions and possibilities arising from ethnic, cultural, social class, and gender difference. Throughout, they emphasize how discussion fosters democratic participation and enhances learning, and they review how to balance the voices of students and teachers. (From the Publisher)

Table Of Content:
Preface
Gratitudes
The Authors

ch. 1 Discussion in a Democratic Society
ch. 2 How Discussion Helps Learning and Enlivens Classrooms
ch. 3 Preparing for Discussion
ch. 4 Getting Discussion Started
ch. 5 Keeping Discussion Going Through Questioning, Listening, and Responding
ch. 6 Keeping Discussion Going Through Creative Grouping
ch. 7 Discussion in Culturally Diverse Classrooms
ch. 8 Discussing Across Gender Differences
ch. 9 Keeping Students' Voices in Balance
ch. 10 Keeping Teachers' Voices in Balance
ch. 11 Evaluating Discussion

References
Index

Additional Info:
This is the final volume in a trilogy of works that examine the impact of writing and reading about traumatic subjects. "Diaries to an English Professor" (1994) explores the ways in which undergraduate students use psychoanalytic diaries to probe conflicted issues in their lives. "Surviving Literary Suicide" (1999) investigates how graduate students respond to suicidal literature-novels and poems that portray and sometimes glorify self-inflicted death.

In Risky Writing, Jeffrey Berman builds on those earlier studies, describing ways teachers can encourage college students to write safely on a wide range of subjects often deemed too personal or too dangerous for the classroom: grieving the loss of a beloved relative or friend, falling into depression, coping with the breakup of one's family, confronting sexual abuse, depicting a drug or alcohol problem, encountering racial prejudice. Berman points out that nearly everyone has difficulty talking or writing about such issues because they arouse shame and tend to be enshrouded in secrecy and silence. This is especially true for college students, who are just emerging from adolescence and find themselves at institutions that rarely promote self-disclosure.

Recognizing the controversial nature of his subject, Berman confronts academic opposition to personal writing head on. He also discusses the similarities between the "writing cure" and the "talking cure," the role of the teacher and audience in the self-disclosing classroom, and the pedagogical strategies necessary to minimize risk, including the importance of empathy and other befriending skills. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Risky Writing: Theoretical and Practical Implications
ch. 2 Seeing Ourselves through the Eyes of Others
ch. 3 The Dark Side of Diversity
ch. 4 Sexual Disclosures Revisited
ch. 5 Unmasking Shame
ch. 6 Writing under the Influence
ch. 7 Pedagogy of Risk

Afterword
Appendix
Works Cited
Student Writers
Index

Additional Info:
The author argues for collaborative learning at the college and university level, a method which engenders interdependence among peers rather than cultivating passivity, authoritarianism, irresponsibility, and hyper-competitiveness. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

ch. 1 Collaboration, Conversation, and Reacculturation
ch. 2 Consensus Groups: One Kind of Classroom Collaboration
ch. 3 Writing and Collaboration
ch. 4 Toward Reconstructing American Classrooms
ch. 5 Collaborative Learning and Cooperative Learning
ch. 6 Peer Tutoring and Institutional Change
ch. 7 Collaborative Learning and Computers
ch. 8 Education as Conversation
ch. 9 The Authority of College and University Professors
ch. 10 Science and Engineering in a Poststructural World
ch. 11 The Procrustean Bed of Cognitive Thought
ch. 12 A Plurality of Forces, Desires, and Not Wholly Commensurable Visions
ch. 13 Reading Literature as Common Property
ch. 14 A Nonfoundational Curriculum
ch. 15 Collaborative Learning and the Collaboratively Learned: A Postscript on Graduate Education

App. A Classroom and Laboratory Design
App. B Research on Collaborative Learning
App. C Some Notes on Nesting

Notes
Glossary
Works Cited
Index

Additional Info:
Radical Pedagogy argues that longstanding pedagogical aims and practices are ineffective in promoting learning and social change and proposes a new strategy for achieving these ends. Drawing on recent research in psychoanalysis, social psychology, and cognitive science, Bracher argues that the most effective way to solve social problems such as violence, prejudice, and substance abuse on a mass scale, as well as impediments to learning and personal well being, is through a pedagogy that addresses their common root cause: identity vulnerability.To this end, Bracher formulates psychoanalytically based practices to develop more resilient, secure, and prosocial identities for both teachers and students. (From the Publisher)

Table Of Content:
Acknowledgments
Preface

Part One - Identity, Learning, Problems, and Social Problems
ch. 1 Identity, Motivation, and Recognition
ch. 2 Linguistic Identity
ch. 3 Affective and Imagistic Identity
ch. 4 Identity Integration and Defenses
ch. 5 Identity Structure

Part Two - Identity-Undermining Pedagogies
ch. 6 Teachers' Identities as Obstacles to Radical Pedagogy
ch. 7 Authoritarian and Establishment Pedagogies
ch. 8 Pedagogies of Resistance and Empowerment
ch. 9 Historicism as Impediment to Radical Pedgagogy

Part Three - Developing Teachers' Identities
ch. 10 Self Analysis for Teachers
ch. 11 Generative Identity and the Need to Teach

Part Four - Promoting Students' Identity Development
ch. 12 Supporting Prosocial Identity Contents
ch. 13 Promoting Identity Integration
ch. 14 Developing Identity Structures

Notes
Works Cited
Index

Additional Info:
In "Pedagogy of Freedom" Paulo Freire travels ever more deeply into the territory where learning and activism are the essence of human life. This profound new book shows why an engaged way of learning and teaching is central to the creation of the individual, culture, and history. Freire finds in today's emerging global society a new context in which education cannot be indifferent to the reproduction of dominant ideologies and the interrogation of them. He argues against "progressive" liberalism and its passive acceptance of a world where unemployment and hunger must inevitably co-exist with opulence. In so doing, he shows why an acceptance of fatalism leads to loss of personal and societal freedom-and how those individuals who think without optimism have lost their place in history. This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but for all who learn and live." (From the Publisher)

Table Of Content:
Translator's Notes
Foreword
Introduction

ch. 1 Introductory Reflections
ch. 2 There Is No Teaching without Learning
Methodological Rigor
Research
Respect for What Students Know
A Capacity to Be Critical
Ethics and Aesthetics
Words Incarnated in Example
Risk, Acceptance of What Is New, and Rejection of Discrimination
Critical Reflection on Practice
Cultural Identity
ch. 3 Teaching Is Not Just Transferring Knowledge
Awareness of Our Unfinishedness
Recognition of One's Conditioning
Respect for the Autonomy of the Student
Common Sense
Humility, Tolerance, and the Struggle for the Rights of Educators
Capacity to Apprehend Reality
Joy and Hope
Conviction That Change Is Possible
Teaching Requires Curiosity
ch. 4 Teaching Is a Human Act
Self-Confidence, Professional Competence, and Generosity
Commitment
Education as a Form of Intervention in the World
Freedom and Authority
Decision Making That Is Aware and Conscientious
Knowing How to Listen
Education Is Ideological
Openness to Dialogue
Caring for the Students

Notes
Index
About the Author

Additional Info:
The essays in this volume explore the educational implications of unsettling shifts in contemporary culture associated with postmodernism. These shifts include the fragmentation of established power blocs, the emergence of a politics of identity, growing inequalities between the haves and the have-nots in a new global economy, and the rise in influence of popular culture in defining who we are. In the academy, postmodernism has been associated with the emergence of new theoretical perspectives that are unsettling the way we think about education. These shifts, the authors suggest, are deeply contradictory and may lead in divergent political directions—some of them quite dangerous
Power/Knowledge/Pedagogy examines these issues with regard to four broad domains of educational inquiry: state educational policy and curriculum reform, student identity formation, the curriculum as a text, and critical pedagogy. The book contributes to the dialogue on the forging of a new commonsense discourse on democratic educational renewal, attuned to the changing times in which we live. (From the Publisher)

Table Of Content:
Introduction: Critical Educational Theory in Unsettling Times (Dennis Carlson and Michael W. Apple)

ch. 1 State Educational Policy And Curriculum Reform In Unsettling Times: Education in Unsettling Times: Public Intellectuals and the Promise of Cultural Studies (Henry Giroux)
ch. 2 Pulp Fictions: Education, Markets, and the Information Superhighway (Jane Kenway)
ch. 3 Citizens or Consumers? Continuity and Change in Contemporary Education Policy (Geoff Whitty)
ch. 4 Respondent: "Distressed Worlds": Social Justice Through Educational Transformations (Madeleine Arnot)

ch. 5 Becoming Right: Education and the Formation of Conservative Movements (Michael W. Apple and Anita Oliver)
ch. 6 On Shaky Grounds: Constructing White Working-Class Masculinities in the Late Twentieth Century (Michelle Fine, Lois Weis, and Judi Addelston)
ch. 7 Self and Education: Reversals and Cycles (Philip Wexler)
ch. 8 Respondent: Self Education: Identity, Self, and the New Politics of Education (Dennis Carlson)

ch. 9 Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence, and Suburban Security (Cameron McCarthy, et al.)
ch. 10 Fiction, Fantasy, and Femininities: Popular Texts and Young Women’s Literacies (Linda K. Christian-Smith)
ch. 11 Image Is Nothing: Struggling to Unsettle Basal Readers and More (Patrick Shannon and Patricia Crawford)
ch. 12 Respondent: Loose Change: The Production of Texts (William G. Tierney)

ch. 13 On the Limits to Empowerment Through Critical and Feminist Pedagogies (Jennifer M. Gore)
ch. 14 Who Will Survive America? Pedagogy as Cultural Preservation (Gloria Ladson-Billings)
ch. 15 Global Politics and Local Antagonisms: Research and Practice as Dissent and Possibility (Peter McLaren and Kris Gutierrez)
ch. 16 Respondent: Pedagogy for an Oppositional Community (Kathleen Weiler)

Additional Info:

Additional Info:
"Learning Through Storytelling in Higher Education" explores ways of using storytelling as a teaching and learning tool. When storytelling is formalized in meaningful ways, it can capture everyday examples of practice and turn them into an opportunity to learn - encouraging both reflection, a deeper understanding of a topic and stimulating critical thinking skills. The technique can accommodate diverse cultural, emotional and experiential incidents, and may be used in many different contexts eg formal/informal; one-on-one/group setting. The authors outline the different models of storytelling and explain how to make use of this technique and encourage a 'storytelling culture' within the workplace or in tutorial sessions. Academic yet accessible, this book provides a new perspective on learning techniques and will be a great asset to any educator looking to improve reflective practice. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgements

ch. 1 Introduction
ch. 2 Storytelling Influences
ch. 3 Storytelling Developments
ch. 4 Storytelling as a Theory of Learning
ch. 5 Finding Stories
ch. 6 Telling Stories about Practice
ch. 7 Expanding Stories through Reflection
ch. 8 Processing Practice Stories
ch. 9 Reconstructing Stories within a Group Setting
ch. 10 Ethical and Assessment Considerations
ch. 11 Reflections

References
Index
Subject Index
Biographical Notes

Additional Info:
Inquiry and Reflection shows how stories of schooling can elucidate difficult, and unexamined problems facing teachers. While professional texts tend to raise issues of power and its distribution and questions of culture and ideology, often the manner of presentation is abstract, and pre-service teachers have difficulty making connections. Yet literary, film, and video materials illuminate problems and suggest ideas to which teachers can actively respond. This book offers teacher educators a variety of resources for articulating a critical pedagogy and suggests an alternative to the technical, job training approach to teacher education by providing a unique educational curricula that illuminates issues of power, ideology, and culture. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

ch. 1 Introduction: Narrative Frames
ch. 2 Reflection and Teaching
ch. 3 Education as a Liberal Art
ch. 4 Teaching and Teachers in Stories of Schooling
ch. 5 Turning the Gaze: Student Voice and Position in Schooling Narratives
ch. 6 More Stories
ch. 7 Toward Reflexive/Reflective Practice

Notes
Annotated Bibliography of Schooling Narratives
Index

Additional Info:
Briton challenges the dominant depoliticized vision of adult education, calling into question the modernist tenets and moral integrity of contemporary adult education practice. By examining his own struggle to escape the confines of modernist thought, the author delivers a succinct yet decisive critique of modern educational practice and challenges educators to reconceptualize their field of endeavor as a postmodern pedagogy of engagement. In refusing to deny its conjectural foundations, to mask its tenuous structure, or to defend its precarious integrity, the book assumes a form that distinguishes it markedly from its modernist counterparts. In favoring commentary over empirical evidence, a multiplicity of voices over a prescriptive narrative, the development of an ethical attitude toward practice over formulaic prescriptions for practice, and inter- over intra-disciplinary sources to substantiate its claims, this work calls into question a whole range of modernist predilections. By repeatedly breaching the narrowly prescribed parameters of adult education's orthodoxy and constantly promoting reflective inquiry, this book reveals how different, yet equally valid, forms of evidence can be drawn upon to develop an ethical postmodern perspective that calls the modern instrumental practice of adult education into question. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

Ch. 1 Engaging the Question of Adult Education
Ch. 2 The Fear of Falling into Error
Ch. 3 Facing the Dilemma
Ch. 4 Enlightenment and Modernity
Ch. 5 Choosing a Research Paradigm
Ch. 6 Toward a Postmodern Pedagogy of Engagement in Adult Education

Postscript: Living through the Question of Adult Education
Notes
Bibliography
Index

Additional Info:
Drawing on media studies, literary theory, and the work of psychoanalytical feminist theorist Shoshana Felman, Ellsworth (curriculum and instruction, U. of Wisconsin-Madison) portrays the work of pedagogy as a performance practice. She argues that pedagogy's mode of address - its positioning of teachers and students in relation to one another - is crucial in the success or failure of education efforts. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part I Teaching as a Scene of Address
ch. 1 Mode of Address: It's a Film Thing
ch. 2 The Paradoxical Power of Address: It's an Education Thing, Too
ch. 3 "Who" Learns? "Who" Teaches? Figuring the Unconscious in Pedagogy
ch. 4 Who Does Communicative Dialogue Think You Are?
ch. 5 Communicative Dialogue: Control Through Continuity
ch. 6 The Power of Discontinuity: Teaching Through Analytic Dialogue

Part II Teaching Through Paradoxical Modes of Address
ch. 7 A Paradox: Teaching as the Taking of Action Without a Positive Reference
ch. 8 A Second Paradox: The Paradox of Power and Authority in Teaching
ch. 9 A Third Paradox: Teaching as a Performance Suspended in the Space Between Self and Other
ch. 10 A Fourth Paradox: Teaching as Performance Suspended in Time - Interactive Pedagogy in New Media
ch. 11 A Fifth Paradox: Pedagogy as a Performance Suspended in Thought - The Power of a Magical Realist Address in Academic Writing

Coda
References
Index
About the Author

Additional Info:
Journal Issue. (This issue, and all "Spotlight on Teaching" issues prior to 1999, are not available on the AAR website.)

Table Of Content:
ch. 1 Insider, Outsider, and Gender Identities in the Religion Classroom (Laurie L. Patton) ch. 2 Crossovers and Cross-ups: A Cautionary (NancyFalk)
ch. 3 Mindfield or Mindfield: Teaching Religion in a Multicultural Classroom (Zayn R. Kassam)
ch. 4 Taking Myself Seriously: Transformation of a Working Pedagogical Model (Marcia Y. Riggs)
ch. 5 Spotlight on Teaching: Insider/Outsider (Francisca Cho)
ch. 6 Holy Shock at Sacred Cities: "Rocks Are not my Problem" "Why aren't Women Allowed to make the Pilgrimage to Mecca?" (Kimberly Patton)
ch. 7 Teaching Critical Theory (Miriam Peskowitz)

Additional Info:
Teaching can happen anywhere, at any time - not just in classrooms but in churches, in bookstores, in homes, anywhere people get together to share ideas that affect their daily life. In Teaching Community, bell hooks shows how complex ideas of cultural theory can be simplified and made relevant to the lives of working people, and how the values of shared knowledge and learning can be a catalyst for progressive social change. Teaching - so often undervalued in our society - can be a joyous and inclusive activity and, as hooks shows, can never be confined to the classroom. (From the Publisher)

Table Of Content:
Preface: Teaching and Living in Hope

Teach 1 The Will to Learn: The World as Classroom
Teach 2 Time Out: Classrooms without Boundaries
Teach 3 Talking Race and Racism
Teach 4 Democratic Education
Teach 5 What Happens When White People Change
Teach 6 Standards
Teach 7 How Can We Serve
Teach 8 Moving beyond Shame
Teach 9 Keepers of Hope: Teaching in Communities
Teach 10 Progressive Learning: A Family Value
Teach 11 Heart to Heart: Teaching with Love
Teach 12 Good Sex: Passionate Pedagogy
Teach 13 Spirituality in Education
Teach 14 This Is Our Life: Teaching toward Death
Teach 15 Spiritual Matters in the Classroom
Teach 16 Practical Wisdom

Index

Additional Info:

Additional Info:

Additional Info:
This book represents some of the last writings by Paulo Freire, who has been acclaimed one of the most important educators of the 20th century. Pedagogy of the Heart is filled with Freire's reminiscences of his early life and meditations "under my mango tree." Many of these will be familiar themes to those who have walked with Freire before. For those coming to his work for the first time, Pedagogy of the Heart will open new doors to the interrelations of education and political struggle. Further enhancing the text are substantive notes by Ana Maria Araujo Freire. (From the Publisher)

Table Of Content:
Foreword
Preface
Under the Shade of a Mango Tree
Solitude-Communion
Life Support and the World
My First World
Hope
The Limit of the Right
Neoliberals and Progressives
Democratic Administration
Lessons from Exile
The "Lefts" and the Right
Seriousness and Happiness
Dialogism
My Faith and Hope
Notes

Additional Info:
Elizabeth Ellsworth finds that critical pedagogy, as represented in her review of the literature, has developed along a highly abstract and Utopian line which does not necessarily sustain the daily workings of the education its supporters advocate. The author maintains that the discourse of critical pedagogy is based on rationalist assumptions that give rise to repressive myths. Ellsworth argues that if these assumptions, goals, implicit power dynamics, and issues of who produces valid knowledge remain untheorized and untouched, critical pedagogues will continue to perpetuate relations of domination in their classrooms.

The author paints a complex portrait of the practice of teaching for liberation. She reflects on her own role as a White middle-class woman and professor engaged with a diverse group of students developing an antiracist course. Grounded in a clearly articulated political agenda and her experience as a feminist teacher, Ellsworth provides a critique of "empowerment," "student voice," "dialogue," and "critical reflection" and raises provocative issues about the nature of action for social change and knowledge.

Additional Info:
Click Here for Book Review
Abstract: Once intent on being good to people, Jane Addams later dedicated herself to the idea of being good with people, establishing mutually-responsive and reciprocal relationships with those she served at Hull House. The essays in Jane Addams in the Classroom explore how Addams's life, work, and philosophy provide invaluable lessons for teachers seeking connection with their students.

Balancing theoretical and practical considerations, the collection examines Addams's emphasis on listening to and learning from those around her and encourages contemporary educators to connect with students through innovative projects and teaching methods. In the first essays, Addams scholars lay out how her narratives drew on experience, history, and story to explicate theories she intended as guides to practice. Six teacher-scholars then establish Addams's ongoing relevance by connecting her principles to exciting events in their own classrooms. An examination of the Jane Addams Children's Book Award and a fictional essay on Addams's work and ideas round out the volume.

Accessible and wide-ranging, Jane Addams in the Classroom offers inspiration for educators while adding to the ongoing reconsideration of Addams's contributions to American thought.

Contributors include Todd DeStigter, Lanette Grate, Susan Griffith, Lisa Junkin, Jennifer Krikava, Lisa Lee, Petra Munro, Bridget O'Rourke, David Schaafsma, Beth Steffen, Darren Tuggle, Erin Vail, and Ruth Vinz.

"These well-crafted essays continue the conversation about Jane Addams as a distinctive voice in American letters, one that appeals to scholars across academic disciplines. David Schaafsma's collection speaks to a wide variety of readers, particularly those who are themselves teachers."--Katherine Joslin, author of Jane Addams: A Writer's Life

"Jane Addams in the Classroom makes major contributions to scholarship on Jane Addams--but also, more broadly, to educational leadership models and teachers’ own individual avenues to social activism. By connecting with Addams as a theorizing story-teller, as well as with scholarship on Dewey, Freire, and other advocates for progressive pedagogy, this collection provides a useful lens for educators seeking to examine their own teaching practices critically. Given the pivotal role that Addams played in community-based education promoting sustained civic engagement, this book is long overdue."--Sarah R. Robbins, author of Managing Literacy, Mothering America (From the Publisher)

Table Of Content:
Acknowledgments
Introduction - In Search for a Forum: Jane Addams, Hull-House, and Connecting Learning and Life (David Schaafsma and Todd DeStigter)

ch. 1 In Good Company: Jane Addams’s Democratic Experimentalism (Todd DeStigter)
ch. 2 “To Learn from Life Itself ”: Experience and Education at Hull House” (Bridget K. O’Rourke)
ch. 3 Problems of Memory, History, and Social Change: The Case of Jane Addams (Petra Munro Hendry)
ch. 4 Jane Addams: Citizen Writers and a “Wider Justice” (Lanette Grate)
ch. 5 Student Stories and Jane Addams: Unfolding Reciprocity in an English Classroom (Beth Steffen)
ch. 6 Scaling Fences with Jane, William, and August: Meeting the Objective and Subjective Needs of Future University Students and Future Teachers (D ar ren Tug gle)
ch. 7 A Timeless Problem: Competing Goals (Jennifer Krikava)
ch. 8 Surveying the Territory: The Family and Social Claims (Erin Vail)
ch. 9 Story and the Possibilities of Imagination: Addams’s Legacy and the Jane Addams Children’s Book Award (Susan C. Griffith)
ch. 10 Participating in History: The Museum as a Site for Radical Empathy, Hull-House (Lisa Lee and Lisa Junkin Lopez)
ch. 11 Manifestations of Altruism: Sympathetic Understanding, Narrative, and Democracy (David Schaafsma)

Afterword. The Fire Within: Evocations toward a Committed Life (Ruth Vinz)

Contributors
Index

Additional Info:
Adult educators are increasingly faced with the task of creating and facilitating learning activities for participants from diverse backgrounds. They need to take into account the needs of both male and female learners, learners of different ethnic and racial groups, and learners from different social backgrounds in creating an inclusive adult learning environment. The developing body of literature on multicultural concerns in adult education, on feminist theory and on critical and feminist pedagogies offer some insights in this regard. This publication aims to: (1) synthesise some of the work related to inclusivity and diversity that has already been done in the field of adult education; and (2) examine aspects of the wider literature base on multicultural education and feminist theory and pedagogy that can offer insights specifically for creating inclusive adult learning environments. (From the Publisher)

Table Of Content:
Tables
Foreword
Introduction

Part 1 Planning and implementing an inclusive curriculum
Part 2 Pedagogy: Facilitating inclusivity in the learning environment

Epilogue: Implications for practice, summary and conclusions
ReferencesEnvironments: Insights from

Additional Info:
When I ask myself-Does gender matter in college teaching and learning?-I come up with two mutually contradictory answers. One is, I don't know. The other is yes. Because it's hard to frame an argument around two contradictory propositions, I shall tell you a story instead of presenting an argument. In stories, conflicts and contradictions are allowable and even desirable. The story I'd like to tell is about the ways in which my thinking about gender and teaching and learning has evolved over the years.

Additional Info:
From the “Forward” by Stephen D. Brookfield, Distinguished University Professor, University of St. Thomas, Minneapolis St. Paul, Minnesota

“These days it is fashionable to lament the passing of adult education’s transgressive spirit. The historical myth that exercises considerable influence on the field is that adult education used to be a radical expression of the democratic spirit, but it has been tamed, moved to the dark side, become the lapdog of workplace learning, sold its soul to the devil of professionalism in a misguided attempt to be taken seriously by more powerful branches of education. This myth is just that – a myth. I have never believed it. The radical, transgressive spirit of adult education has endured and constantly reconfigured itself, doing its best to escape and outwit those who would contain and neutralize its energy and surfacing in ways that constantly take adult e ducators by surprise. The colleagues I work with in adult and higher education and the learners I serve and study with are neither tamed nor ideologically hoodwinked. This volume of spirited commitment — defiantly hopeful, seriously playful, and placing matt ers of desire and resistance at its center — is an apt representation of the enduring radical spirit of the best of adult education.”

Table Of Content:
Foreword
Preface
Acknowledgments
Introduction

Section I. General Queer Discourse
ch. 1 Positioning Queer in Adult Education: Intervening in Politics and Praxis in North America
ch. 2 Que(e)rying Intimacy: Challenges to Lifelong Learning
ch. 3 Art as Anti-Oppression Adult Eduction: Creating a Pedagogy of Presence and Place

Section II. Higher Education
ch. 4 Lesbian, Gay, Bisexual, Transgender Campus Climate Assessments: Current Trends and Future Considerations
ch. 5 LGBTQ Allies on Campus: Do They Have a Role?
ch. 6 Where is Our Citizenship in Academia? Experiences of Gay Men of Color in Higher Education
ch. 7 Successfully Queering the Business Curriculum: A Proposal Agenda for Process as well as Content

Section III. Adult Learning
ch. 8 Crossroads for Creating My Space in the Workforce: Transformative Learning Helps Understand LGBTQ Sexual Identity Development among Adults
ch. 9 LGBTQ Lessons from Midlife: An Unpicked Harvest
ch. 10 Sobears: Gay Bears, Sobriety, and Community
ch. 11 Transsexuality: Challenging the Institutionalized Sex/Gender Binary

Section IV. Community
ch. 12 When the Down-Low Becomes the New High: Integrating Queer Politics and Pedagogies through Critical Community Education in Kosovo
ch. 13 Positive Prevention for Gay Men: Dismounting Missionary Positions
ch. 14 Just City Life: Creating a Safe Space for the GLBTQ Community in Urban Adult Education
ch. 15 No End to History: Demanding Civil Quarter for Sexual Minorities in Heteronormative Space

About the Editors
About the Contributors

Additional Info:
Theoretical studies in curriculum have begun to move into cultural studies--one vibrant and increasingly visible sector of which is queer theory. Queer Theory in Education brings together the most prominent and promising scholars in the field of education--primarily but not exclusively in curriculum--in the first volume on queer theory in education. In his perceptive introduction, the editor outlines queer theory as it is emerging in the field of education, its significance for all scholars and teachers, and its relation to queer theory in literacy theory and more generally, in the humanities. (From the Publisher)

Table Of Content:
Introduction (W.F. Pinar)

ch. 1 Constructing Knowledge: Educational Research and Gay and Lesbian Studies (W.G. Tierney and P. Dilley)
ch. 2 A Generational and Theoretical Analysis of Culture and Male (Homo) Sexuality (J.T. Sears)
ch. 3 Who Am I? Gay Identity and a Democratic Politics of the Self (D. Carlson)
ch. 4 Remember When All the Cars Were Fords and All the Lesbians Were Women? Some Notes on Identity, Mobility, and Capital (E. Meiners)
ch. 5 Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing (S. Luhmann)
ch. 6 Queer Texts and Performativity: Zora, Rap, and Community (R. Walcott)
ch. 7 (Queer) Youth as Political and Pedagogical (N. Rodriquez)
ch. 8 Appropriate Queerness: Hollywood Sanitation (S.R. Steinberg)
ch. 9 Telling Tales of Surprise (D. Sumara and B. Davis)
ch. 10 Understanding Curriculum as Gender Text: Notes on Reproduction, Resistance, and Male-Male Relations (W.F. Pinar)
ch. 11 From the Ridiculous to the Sublime: On Finding Oneself in Educational Research (S. de Castell and M. Bryson)
ch. 12 Carnal Knowledge: Re-Searching (through) the Sexual Body (K.G. Honeychurch)
ch. 13 Unresting the Curriculum: Queer Projects, Queer Imaginings (M. Morris)
ch. 14 Queering the Gaze (M.A. Doll)
ch. 15 Fantasizing Women in the Women's Studies Classroom: Toward a Symptomatic Reading of Negation (A.J. Pitt)
ch. 16 On Some Psychical Consequences of AIDS Education (D.P. Britzman)
ch. 17 We "Were Already Ticking and Didn't Even Know" [It]: Early AIDS Works (R. Platizky)
ch. 18 Of Mad Men Who Practice Invention to the Brink of Intelligibility (W. Haver)
ch. 19 Autobiography as a Queer Curriculum Practice (J.L. Miller)

About the Contributors
Author Index
Subject Index

Additional Info:
Three classroom climates in courses focusing on inequality are identified, those of resistance, paralysis, and rage. In resistant classes, students deny the importance of class, gender, race, and other lines of stratification or fail to see their structural sources. In paralyzed classes, students are so overwhelmed by the pervasiveness of inequality that they become debilitated and depressed; social structures are reified, giving them a false aura of inevitability. In enraged classes, the existence of stratification sparks so much anger that students lash out in an unfocused manner that is often blind to the complexities of stratified societies. In this article, I offer suggestions for responding to each of these three classroom climates.

Additional Info:
This book argues that becoming multicultural is a process of recursive cycles that must involve confrontational dialogue for change. Multicultural education texts often describe multiculturalism as a process where a person develops competencies of perceiving, evaluating, believing, and doing in multiple ways. However, the dynamic, fluid and changing qualities central to the process of interpersonal interaction often results in mastery of a product, focusing on lists of static features of generalized groups rather than on the individuals who make up those groups.

Rather than listing and describing objectified features of cultural groups from a theoretical view, this book details the interactions of 21 ethnically diverse individuals through one classroom experience. First, the personal histories and meanings constructed from lived experience are detailed and analyzed to reveal the ways in which personal identity constructions influence learning events in a singular classroom context. Second, from this analysis, the author develops a conceptual model for the process of becoming multicultural. Then the author applies the model to herself and describes specific ways in which interaction with these individuals has influenced her present teaching strategies for expecting and facilitating confrontational dialogue toward developing education that is multicultural. Specifically the book addresses the questions: 1) What does it mean to become multicultural? 2) What does it mean to be culturally sensitive? 3) How can the process of multiculturalism be facilitated in a classroom setting? 4) What is the teacher's role in the multicultural classroom? 5) What are some expected/predictable outcomes of a multicultural classroom? Includes bibliography and index. (From the Publisher)

Table Of Content:
List of Figures and Tables
Preface
Acknowledgements

ch. 1 Defining Perspectives
ch. 2 Being and Becoming Multicultural
ch. 3 Constructing a Critical Context
ch. 4 Constructing Self as Object: Salient Autobiographical Experiences
ch. 5 Deconstructing Self as Object
ch. 6 (Re)Presenting Self as Subject
ch. 7 Lived Truth and Distorted Honesty
ch. 8 Implications for Critical Teaching

References
Index

Additional Info:
Journal Issue. (This issue, and all "Spotlight on Teaching" issues prior to 1999, are not available on the AAR website.)

Table Of Content:
ch. 1 Insider, Outsider, and Gender Identities in the Religion Classroom (Laurie L. Patton) ch. 2 Crossovers and Cross-ups: A Cautionary (NancyFalk)
ch. 3 Mindfield or Mindfield: Teaching Religion in a Multicultural Classroom (Zayn R. Kassam)
ch. 4 Taking Myself Seriously: Transformation of a Working Pedagogical Model (Marcia Y. Riggs)
ch. 5 Spotlight on Teaching: Insider/Outsider (Francisca Cho)
ch. 6 Holy Shock at Sacred Cities: "Rocks Are not my Problem" "Why aren't Women Allowed to make the Pilgrimage to Mecca?" (Kimberly Patton)
ch. 7 Teaching Critical Theory (Miriam Peskowitz)

Additional Info:
This paper explores how adult learners in a college composition course resisted pedagogies and teaching strategies designed to critically examine student and teacher assumptions about classism, racism, and sexism as well as other oppressive structures and discourses.

Additional Info:

Additional Info:
Unauthorized Methods makes accessible some of the best theoretical innovations in critical pedagogy of the last decade. The contributors consider how an integration of popular culture and cultural studies into the lesson plan can enrich and reinvigorate the learning experience. These essays, ranging widely in topic and educational level, are grounded in theory but intended for practical application. By focusing on classroom methods, the contributors provide educators with techniques, strategies, and examples designed to transform the classroom into a truly multicultural and democratic space. Unauthorized Methods will be an indispensable resource for teachers, students, and policy makers. (From the Publisher)

Table Of Content:
Series Editor's Foreword

ch. 1 Lesson Plans from the Outer Limits: Unauthorized Methods (Joe L. Kincheloe and Shirley R. Steinberg)
ch. 2 Towards an Alternative Pedagogy (Ivor F. Goodson)
ch. 3 Nurturing the Imagination of Resistance: Young Adults as Creators of Knowledge (Kathleen S. Berry)
ch. 4 Gorillas ... Oops: Guerrillas in our Midst - (RE)dux: Kitchen Knowledge (Karen Anijar, Joshuea Anijar, Ronald Gonzales, and Lana Krievis)
ch. 5 The Critical Transformation of a Special Education Classroom: A Beginning Teacher Puts Theory into Practice (Nina Zaragoza and Marge Scardina)
ch. 6 A Textbook for Everyone: Balancing Canons and Culture in English Textbooks (Timothy A. Dohrer)
ch. 7 Deep Viewing: A Critical Look at Visual Texts (Ann Watts Pailliotet)
ch. 8 Still Crazy After All of These Years: Teaching Critical Media Literacy (Ladi Semali)
ch. 9 Bilingual Education in America: In Search of Equity and Social Justice (Lourdes Diaz Soto)
ch. 10 Innovative Pedagogy in Art Education (Dennis E. Fehr)
ch. 11 Teacher Says, Simon Says: Dualism in Science Learning (David B. Pushkin)
ch. 12 Teaching/Learning Mathematics in School (Peter M. Appelbaum)
ch. 13 Surfing and Getting Wired in a Fifth Grade Classroom: Critical Pedagogical Methods and Techno-Culture (John A. Weaver and Karen Grindall)
ch. 14 Teachers and Administrators: A Vision of Prophetic Practice (Patrick Slattery and Rebecca McElfresh Spehler)

Notes on Editors and Contributors
Index

Additional Info:
Focuses on the tensions and contradictions within feminist pedagogy. Contradictory dimensions of feminists' locations in the academy; Power and authority; Pedagogy and performativity; Feminist difference and the politics of positionality; Claims of authority and the impossibility of normative judgments; Contradictions of institutional and pedagogical authority.

Additional Info:
In The Spirit of Service , the contributing authors explore the intersection of faith, service, and social justice in higher education. Reflecting upon the role that higher education plays in preparing future generations of citizens and leaders, this book asserts that spirituality and values necessarily involve one's person—and that educators must begin to connect student learning with the human experiences of faith, service, and commitment to social justice.
Each of the authors describes a teaching experience in order to critically reflect upon the divide in academic culture between responsible, rigorous, intellectual competence and personal values. The authors' lessons in success and failure are meant to provide guidance for all institutions that are committed to preparing young students to lead lives of leadership and civic engagement. Divided into three parts, this book:
* Explores the meaning, practice, and implications of religions or spiritually motivated service
* Offers specific examples from faculty for integrating faith or spiritual perspectives with service, including what has worked and what dilemmas remain
* Focuses on specific dilemmas and implications for engaging in service for social justice
Containing a wealth of practical suggestions and strategies, The Spirit of Service represents a conversation in progress; it is an attempt to understand how to help undergraduates integrate service and spirituality for the purpose of social justice. (From the Publisher)

Table Of Content:
About the Authors
Foreword
Acknowledgements

Part I: Analyzing the Landscape
ch. 1 Why We Started and Why It Matters (Carolyn R. O'Grady and Brian T. Johnson)
ch. 2 Opportunities and Issues: Talking About Faith at a Church-Related College (Florence Amamoto)
ch. 3 The Role of Institutional Narratives, Foundational Documents, and Program Collaboration (Brian T. Johnson and Noreen Buhmann)

Part II: Practicing What We Preach
ch. 4 Teaching Toward Social Justice: Notes From a religion Classroom (Mary M. Solberg)
ch. 5 Faith, Social Justice, and Service-Learning in Environmental Studies: The Struggle for Integration (Mark Bjelland)
ch. 6 Are There Mexicans in Minnesota? Comments on Service-Learning and Lutheran Liberal Arts Education (Gaston A. Alzate)
ch. 7 Faith, Peace, and Politics: Dwelling in Discomfort (Loramy Gerstbauer)
ch. 8 Just Food (Lisa Heldke and Peg O'Connor)
ch. 9 Ora et Labor: Prayer and Service in an International Study Abroad Program(Jenifer K. Ward)

Part III: Getting to the Heart of the Matter
ch. 10 Fear of Disclosure in the Academic Milieu (Leila Brammer)
ch. 11 Speaking Truth to Power (Nadarajan Sethuraju)
ch. 12 Service-Learning for Social Justice: Moving Faculty From Personal to Pedagogical Commitment Through Faculty Development (Elizabeth R. Baer)
ch. 13 Deep Learning and the Big Questions: Reflection in Service-Learning (Chris Johnson)
ch. 14 Student Perspectives (Callista Brown Isabelle and Lillian Zumberge)
ch. 15 Conclusion: What We Know So Far (Brian T. Johnson and Carolyn R. O'Grady)

Index

Additional Info:
Click Here for Book Review
Abstract: In this new collection, contributors from a variety of disciplines provide a critical context for the relationship between feminist pedagogy and academic feminism by exploring the complex ways that critical perspectives can be brought into the classroom.

This book discusses the processes employed to engage learners by challenging them to ask tough questions and craft complex answers, wrestle with timely problems and posit innovative solutions, and grapple with ethical dilemmas for which they seek just resolutions. Diverse experiences, interests, and perspectives—together with the various teaching and learning styles that participants bring to twenty-first-century universities—necessitate inventive and evolving pedagogical approaches, and these are explored from a critical perspective.

The contributors collectively consider the implications of the theory/practice divide, which remains central within academic feminism’s role as both a site of social and gender justice and as a part of the academy, and map out some of the ways in which academic feminism is located within the academy today. (From the Publisher)

Table Of Content:
Acknowledgements
Introduction: Feminist Pedagogy in Higher Education (Renée Bondy, Jane Nicholas, and Tracy Penny Light)

ch. 1 A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities (Kristina R. Llewellyn and Jennifer J. Llewellyn)
ch. 2 Feminist Pedagogy in the UK University Classroom: Limitations, Challenges, and Possibilities (Jeannette Silva Flores)
ch. 3 Activist Feminist Pedagogies: Privileging Agency in Troubled Times (Linda Briskin)
ch. 4 Classroom to Community: Reflections on Experiential Learning and Socially Just Citizenship (Carm De Santis and Toni Serafini)
ch. 5 Fat Lessons: Fatness, Bodies, and the Politics of Feminist Classroom Practice (Amy Gullage)
ch. 6 Engaged Pedagogy Beyond the Lecture Hall: The Book Club as Teaching Strategy (Renée Bondy)
ch. 7 Teaching a Course on Women and Anger: Learning from College Students about Silencing and Speaking (Judith A. Dorney)
ch. 8 Beyond the Trolley Problem: Narrative Pedagogy in the Philosophy Classroom (Anna Gotlib)
ch. 9 The Power of the Imagination-Intellect in Teaching Feminist Research (Susan V. Iverson)
ch. 10 From Muzzu-Kummik-Quae to Jeanette Corbiere Lavell and Back Again: Indigenous and Feminist Approaches to the First-Year Course in Canadian History (Katrina Srigley)
ch. 11 Don’t Mention the “F” Word: Using Images of Transgressive Texts to Teach Gendered History (Jacqueline Z. Wilson)
ch. 12 Rethinking “Students These Days”: Feminist Pedagogy and the Construction of Students (Jane Nicholas and Jamie Baroud)
ch. 13 Feminist Pedagogies of Activist Compassion: Engaging the Literature and Film of Female Genital Cutting in the Undergraduate Classroom (Jennifer Browdy de Hernandez)
ch. 14 “I Can’t Believe I’ve Never Seen That Before!”: Feminism, the “Sexualization of Culture,” and Empowerment in the Classroom (Tracy Penny Light)
ch. 15 Jane Sexes It Up . . . on Campus? Towards a Pedagogical Practice of Sex (Maggie Labinski)

About the Contributors
Index

Additional Info:
The politics of pedagogy when teaching for belief in culturally diverse settings inevitably draws attention to the power dynamics in the encounters of teachers and students. The quest for a pedagogy that is not oppressive or coercive provides the impetus to liberative proposal for teaching practice.

Additional Info:
Transforming Classroom Culture is an anthology of original work authored by diverse faculty who work in a variety of New England college and university settings--private and public, racially homogeneous and diverse. The authors focus on institutional contexts that promote innovation in teaching practice, faculty identity as a resource for effective pedagogy, and dilemmas and outcomes of student-faculty engagement in the classroom. (From the Publisher)

Table Of Content:
Microcosms of Hope: A Foreword
Acknowledgments
Faculty Collaboration and Inclusive Pedagogical Practice: An Introduction

Part I - The Institutional Contexts of Innovation and Change
ch. 1 Academic Integrity and Academic Inclusion: The Mission of the "Outsider Within" (Esther Kington-Mann)
ch. 2 A History Lived and Lessons Learned: Collaboration, Change, and Teaching Transformation (Tim Sieber)
ch. 3 Pedagogy for the Professoriate: The Personal Meets the Political (Denise Patmon)

Part II - Faculty Identity as a Resource for Effective Teaching
ch. 4 Imaging the Spaced Between Arts and Inclusive Pedagogy (Vivian Poey)
ch. 5 Inexplicable Desire, Pedagogical Compulsion: Teaching the Literatures of the Middle East (Rajini Srikanth)
ch. 6 Teaching Women's Lives: Feminist Pedagogy and the Sociological Imagination (Arlene Dallalfar)
ch. 7 Teaching Art History at an Art School: Making Sense from the Margin (Sunanda K. Sanyal)

Part III - Engaging Students in Learning
ch. 8 The Whole Person in Front of Me: Toward a Pedagogy of Empathy and Compassion (Robin A. Robinson)
ch. 9 Teaching Ethics through Multicultural Lenses (Janel Lucas)
ch. 10 Hearing Students' Silence: Issues of Identity, Performance, and Recognition in College Classrooms (Carolyn P. Panofsky, and Lesley Bogad)
ch. 11 Exploring/Exploding the Boundaries of Inclusive Teaching: Social Class Confronts Race and Gender (Phyllis Charlotte Brown)
ch. 12 Building Agency through Writing (Marjorie Jones)
ch. 13 Words Matter: Vocabulary in a Diverse Precollege-Level Writing Class (Richard Pepp)

References
Contributors
Index

Additional Info:
This volume, seventh in the Service-Learning in the Disciplines Series, explores the important lessons women's history and women's studies hold for the broader service-learning community and the critical opportunity for women's studies to reconnect with its activist past. The book includes essays with real examples of service-learning projects in women's studies and lists an extensive bibliography of service-learning and women's studies sources. (From the Publisher)

Table Of Content:
Part One: Theory and History
On Critical Thinking and Connected Knowing (Blythe McVicker Clinchy)
Educating the Artist: A Political Statement (S.A. Bachman, with D. Attyah)
A Feminist Challenge to Community Service: A Call to Politicize Service-Learning (Tobi Walker)
The History of Women and Service in the United States: A Rich and Complex Heritage (Helen Damon-Moore)
Service-Learning and Women's Studies: A Community College Perspective (Karen Bojar)

Part Two: Educating For Action
The "Different Voice" of Service (Catherine Ludlum Foos)
Learning Across Boundaries: Women' Studies, Praxis, and Community Service (Mary Trigg and Barbara J. Balliet)
Women's Studies and Community-Based Service-Learning: A Natural Affinity (Patricia A. Washington)
Educated in Agency: Student Reflections on the Feminist Service-Learning Classroom (Melissa Kesler Gilbert)
The Urban Educational Initiative: Supporting Educational Partnerships With Young, Urban Girls (Kimberly Farah and Kerrissa Heffernan)

Part Three: Narrating The Journey
Women, AIDS, and Social Justice: An Autobiography of Activism and Academia (Sally Zierler)
TCBY in Limón, Costa Rica: Women's Studies and the (Re)construction of Identity in International Service-Learning (Debra J. Liebowitz)
"Civic Character" Engaged: Adult Learners and Service-Learning (Eve Allegra Raimon and Jan L. Hitchcock)
Resolving a Conundrum: Incorporating Service-Learning Into a Women and the Law Course (Mary Pat Treuthart)

Bibliography

Additional Info:
For too long, the histories, experiences, cultures, and languages of students of color have been devalued, misinterpreted, or omitted within formal educational settings. In this article, the author uses critical race theory (CRT) and Latina/Latino critical theory (LatCrit) to demonstrate how critical raced-gendered epistemologies recognize students of color as holders and creators of knowledge. In doing so, she discusses how CRT and LatCrit provide an appropriate lens for qualitative research in the field of education. She then compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities. She then offers implications of critical raced-gendered epistemologies for both research and practice and concludes by discussing some of the critiques of the use of these epistemologies in educational research.

Additional Info:
In this book, Elisabeth Schüssler Fiorenza continues her exploration of a radical democratic ethos in graduate biblical education. She argues that it is necessary to reframe the field of biblical studies and replace the competitive teaching models prevalent in graduate programs with an emancipatory, radical democratic pedagogical model that fosters collaboration, participation, and critical engagement. To achieve constructive engagement with the differences of social location and diversity of perspectives that exist both in the Bible and in our contexts, we must become aware of the pitfalls of one-dimensional thinking that seeks to use the Bible to find definite answers and to exclude different understandings. Schüssler Fiorenza addresses such questions as, What are the educational practices and procedures that are advocated by traditional educational models and how can they be changed? What kind of educational and communicative practices do biblical studies need to develop in order to fashion an emancipatory democratizing rhetorical space and a forum of many voices? To envision, articulate, debate, and practice a radical democratic ethos of biblical studies, she identifies emerging didactic models that can foster such a radical democratic style of learning. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: Toward a Radical Democratic Self-Understanding of Biblical Studies
Contextualizing Arguments for a Radical Democratic Educational Space
Toward a Radical Democratic Pedagogy of Biblical Studies

ch. 1 The Rhetorical Space of Graduate Biblical Studies
Charting the Problem
The Need to Transform the Discourses of Biblical Studies
Proposals for Re-Visioning Biblical Studies
Problematizing the Dualistic-Domain Construction of the Field of Biblical Studies

ch. 2 A Republic of Many Voices: Paradigms of Biblical Studies
Paradigm Criticism
Redescribing and Renaming the Four Paradigms of Biblical Studies
Conclusion

ch. 3 Fashioning a Radical Democratic Discourse
Delineating the Fourth Emancipatory Paradigm
Discursive Struggles within the Fourth Paradigm: From Margin to Postcolonialism
Toward a Shared Analytic: Intersectional Analysis of Kyriarchy
A Pedagogical Model of Agency and Conscientization

ch. 4 Changing Biblical Studies: Toward a Radical Democratic Pedagogy and Ethos
Transforming Malestream Pedagogical Models
Toward a Radical Democratic Emancipatory Pedagogy
Transforming the Didactic Triangle
Toward a Radical Democratic Emancipatory Ethos-Space
Instead of a Conclusion
Metalogue: From Theory to Practice
Creating a Radical Democratic Space: Forum
Creating a Radical Democratic Space: Seminar
A Forum of Many Voices / A Kaleidoscope of Personal Reflections

Index

Additional Info:
An increasing number of female students populate preaching classes in seminaries and theological schools across the United States. Based on the analysis of female students' needs and demands in preaching courses, I propose a pedagogy for conversational learning to teach homiletics. My own teaching experience and the knowledge gained through conversations with other feminist educators and homileticians are major resources upon which the principles and strategies of conversational learning are drawn. The ultimate goal for conversational learning is to enable "transformative learning" through which students transform their sense of identity, worldviews, values, ways of thinking, and enhance their unique voices in the pulpit. For this purpose, conversational learning employs student-centered, group-oriented, and inductive approaches in an egalitarian learning environment. Conversational learning is an on-going process of learning preaching in a collaborative way.

Additional Info:
Click Here for Book Review
Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, and creative possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible.

Table Of Content:
Acknowledgements

Ch 1. Introduction: Critical Pedagogies – Horizons of Possibility

Part I: Tactics: Conceptualising Hope, Utopia & Creativity
Ch 2. Ernst Bloch, Hope and Utopia: The Stuff of Possibility
Ch 3. Roland Barthes: Punctum! The Death of the Author
Ch 4. Gaston Bachelard: Poetics, Space & Daydreaming

Part II: Pedagogical Strategies for Creative Possibilities
Ch 5. Dérive and Détournement: Pedagogical Strategies for Creative Engagement
Ch 6. Bye Bye Badman: The Redemption of Hope through Popular Culture
Ch 7. The Wisdom of the Crowd: Liberating Creativity

Part III: Learner Stories, Reflections and Projections
Ch 8. A Garland of Rhythms
Ch 9. Encounters, Stories, Connections
Ch 10. Beyond the Trace: Reflections from Past Learners
Ch 11. Conclsion Elpis/Eidos – Elpeidetics: Hopeful Visions?

Appendix 1: Student Contact Emails
Appendix 2: Student Information, Questionnaire and Permissions
Bibliography
Index

Additional Info:
This book is for activist adult educators who want to help people make up their own minds and take control of their own lives. At its heart this book is about choice. It examines how activist educators can help people understand that they do have options and then help those people learn how to make effective choices. It is important as a counter to the increasingly formulaic writing in the fields of organizational learning, HRD and adult education. The author attempts to break free of these constraints and return to what actually happens in the encounter between educator and learner. (From the Publisher)

Table Of Content:
Part One: Making a Start
ch. 1 Taking Sides

Part Two: Rebelliousness and Defiance
ch. 2 Rebelliousness
ch. 3 Inspiring Rebelliousness
ch. 4 Defiance, Choice and Consciousness

Part Three: Choosing and Taking Control
ch. 5 Teaching Choice
ch. 6 Collective Decision Making
ch. 7 Teaching Dialogue
ch. 8 Conflict, Negotiation and Power
ch. 9 Teaching Negotiation
ch. 10 Negotiation, Consciousness and Reflection
ch. 11 Disruptive Negotiation

Part Four: Insight and Action
ch. 12 Nonrational Discourse and Insight
ch. 13 Facilitating Insight
ch. 14 Revisiting Insight
ch. 15 Teaching About Action

Part Five: Defiance and Morality
ch. 16 Constructing Moralities
ch. 17 Storytelling
ch. 18 Relative and Foundational Moralities
ch. 19 Hating and Loving

Postscript
References
Index

Additional Info:
A college student wants to lead a campaign to ban a young adult novel from his child’s elementary school as his service-learning project in a children’s literature course. Believing the book is offensive to religious sensibilities, he sees his campaign as a service to children and the community. Viewing such a ban as limiting freedom of speech and access to information, the student’s professor questions whether leading a ban qualifies as a service project. If the goal of service is to promote more vital democratic communities, what should the student do? What should the professor do? How do they untangle competing democratic values? How do they make a decision about action?

This book addresses the teaching dilemmas, such as the above, that instructors and students encounter in service-learning courses.

Recognizing that teaching, in general, and service-learning, in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader new ways to think about and address seemingly intractable ideological issues.

Faculty encounter many challenges when teaching service learning courses. These may arise from students’ resistance to the idea of serving; their lack of responsibility, wasting clients’ and community agencies’ time and money; the misalignment of community partner expectations with academic goals; or faculty uncertainty about when to guide students’ experiences and when direct intervention is necessary.

In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents – and describing the resources and classroom activities they employ – they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other lived differences and likenesses that students and faculty experience in their service-learning classroom and extended community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions and conflicts among diverse people in complex, value-laden situations.

The experienced contributors to this book offer pedagogical strategies for constructing service-learning courses, and non-prescriptive approaches to dilemmas for which there can be no definitive solutions. (From the Publisher)

Table Of Content:
Foreword
Introduction

I. Democratic Dilemmas of Teaching Service-Learning
ch. 1 The Nature of Teaching and Learning Dilemmas: Democracy in the Making
ch. 2 Banning Books to Protect Children: Clashing Perspectives in Service-Learning
ch. 3 Solidarity, Not Charity: Issues of Privilege in Service-Learning

II. Designing Service-Learning Courses for Democratic Outcomes
ch. 4 Pedagogical and Epistemological Approaches to Service-Learning: Connecting Academic Content to Community Service
ch. 5 Student Objection to Service-Learning: A Teachable Moment About Political and Community Engagement
ch. 6 Practice Makes Imperfect: Service-Learning for Political Engagement as a Window into the Challenges of Political Organizing
ch. 7 Modeling Citizenship: The Nexus of Knowledge and Skill

III. Creating Democratic Learning Communities Within and Without
ch. 8 Consensus, Collaboration, and Community: Mutually Exclusive Ideals?
ch. 9 Cultivating Relationships Between a Grass Roots Organization and a University
ch. 10 Negotiating Student Expectations and Interpretations of Service-Learning
ch. 11 Service-Learning is Like Learning to Walk: Baby Steps to Cultural Competence

IV. Deconstructing Dilemmas for Democratically-Centered Learning
ch. 12 Conflict as a Constructive Curricular Strategy
ch. 13 Why Are You So Mad? Critical Multiculturalist Pedagogies and Mediating Racial Conflicts in Community-Based Learning
ch. 14 Working with High School Dropouts: Service-Learning Illustrations of Power and Privilege
ch. 15 Democratic Lessons in Faith, Service, and Sexuality

V. Academic Disciplines as Dimensions of Democracy
ch. 16 Disciplinary Knowledge, Service-Learning, and Citizenship
ch. 17 Why Should I Care? Introducing Service-Learning and Political Engagement to Computer Science Students
ch. 18 Political Science Students and the Disengaged Polis: Civic Education and Its Discontents
ch. 19 Health Psychology and Political Engagement: The Why and How
ch. 20 To Reform or To Empower: Asian American Studies and Education for Critical Consciousness

VI. Evaluating Democratic Process and Progress
ch. 21 Assessment of Expected and Unexpected Service-Learning Outcomes
ch. 22 Expecting the Political, Getting the Interview: How Students (Do Not) See Writing as a Political Act
ch. 23 Addressing Policy Dilemmas with Community-Based Research and Assessing Student Outcomes
ch. 24 Service-Learning for a Democratic Future

Contributors
Index

Additional Info:
The paper presents and critiques some important philosophical and educational arguments that are used to support the practice of personal self-disclosure in the classroom, both in group settings and in the form of autobiographical journals. It argues that there are important reasons for valuing privacy even when self-disclosures occur in an environment of perfect trust and caring; that to understand the importance of privacy primarily in terms of trust, or the absence of trust, is to risk overlooking the less apparent, yet more subtle, threats which ‘sympathy’ and ‘caring’ can pose to self-disclosers.

Additional Info:
In this book, bell hooks, one of America's leading black intellectuals, shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. Hooks advocates the process of teaching students to think critically and raises many concerns central to the field of critical pedagogy, linking them to feminist thought. In the process, these essays face squarely the problems of teachers who do not want to teach, of students who do not want to learn, of racism and sexism in the classroom, and of the gift of freedom that is, for hooks, the teacher's most important goal. (From the Publisher)

Table Of Content:
Introduction: Teaching to Transgress

ch. 1 Engaged to Pedagogy
ch. 2 A Revolution of Values: The Promise of Multicultural Change
ch. 3 Embracing Change: Teaching in a Multicultural World
ch. 4 Paulo Freire
ch. 5 Theory as Liberatory Practice
ch. 6 Essentialism and Experience
ch. 7 Holding My Sister's Hand: Feminist Solidarity
ch. 8 Feminist Thinking: In the Classroom Right Now
ch. 9 Feminist Scholarship: Black Scholars
ch. 10 Building a Teaching Community: A Dialogue
ch. 11 Language: Teaching New Worlds/New Words
ch. 12 Confronting Class in the Classroom
ch. 13 Eros, Eroticism, and the Pedagogical Process
ch. 14 Ecstasy: Teaching and Learning Without Limits

Index

Additional Info:
Click Here for Book Review
Abstract: Out of over 40 years of experience in adult or worker education, David Greene brings us tools to develop consciousness and leadership for social change. Based on the power of our huge working class to understand this economic system and to organize, this book aims to empower educators, students and other workers with science applied to solving the serious social problems we face today.

We are confronted with the issues of low-wage, part-time and temporary jobs, inadequate housing, health care, and transportation, inequality and injustice, at the same time as the greatest concentration of wealth in human history. The disparity of wealth and control has never been greater. The only way out of this deepening crisis is through education. To change this we need understanding that is based on the clearest reflection of the real world. Unfit to Be a Slave employs the tools of theory and informed practice, to guide us to create spaces to share experience, study history’s lessons and develop consciousness.

As a collective and organized force we can transform our communities, our countries and our world. Mythologies that tell people, ‘Things don’t change,’ ‘We can’t do anything,’ or ‘It has always been this way,’ prevent poor and working class populations from taking necessary action on behalf of their own lives and families. Unfit to Be a Slave is meant to be a guide to education for social change. (From the Publisher)

Table Of Content:
Foreword (Antonia Darder)
Acknowledgements

ch. 1 Learning for Life: Adult Education as Empowerment
My Story
Popular Education
There Are No Neutrals Here
Practice and Theory
A Fresh Look
Preparation for the Job Market is Not Enough!
Listening and Relevancy
Limitations and Possibilities of the Existing System
An Auto Strike in West Virginia
A Fair Elections Committee
The Haitian Revolution
A Shout Out! Join the Field of Worker-Education!
Dialogue Questions for Teachers and Students
Questions for Chapter One

ch. 2 The Field of Adult or Worker Education
Millions of Adult Students
Types of Literacy
Students and Potential Students
Literacy Programs
Bake Sale to Support Victims of Hurricane Katrina
A Wealth of Experience
Teachers
Validating the Experience of Adult Education Students
Teachers and Organizing
Stability and Voice
Worker or Adult Education Needs to be Redefined
The Status of Adult Education Today
Questions for Chapter Two

ch. 3 Gatekeepers and Social Control
What Do Adult Students Find When They Seek Out Classes?
Two Roads: Education for Liberation or Domestication?
Domesticating Missionaries and Professionals of the State
The Professional Gatekeeper
The More GEDs the Better, Right?
Gatekeeper Myths
The Ideology of Gatekeeping
Questions for Chapter Three

ch. 4 Political Literacy
Taking the Blinders Off
Popular Education for Students and Teachers
Teacher and Student Equality
What Do We Lose When Students Are Denied Voice?
Making Noise! Workers’ Voices Are Missing
Unspoken and Unheard Voices
A Mighty River of People
Winning or Losing
Student Voices - A Force to be Reckoned With
Who Benefits from this Silence?
Suggestions for a Critical Practice of Adult Education
“Listening Good”
Recognizing Student Knowledge
Dialogue about Adult Education
From Dialogue to Actionv Student Committees
Class Content and Lesson Plans
Utilizing Public Documents and other Public Resources
Little Steps
Lesson Topics for Adult Education
Teachers Voices Too, Must be Organized
Voices for Critical Thinking and Popular Education
Questions for Chapter Four

ch. 5 The Political Economy and Adult Education
Political Economy - A Tool for Liberation
Surplus Value
Accumulation of Wealth
Polarization of Society
Polarization in the United States
The Base and the Superstructure of this Economic System
A Class Analysis of Adult or Worker Education
The UPS Story
Why a Class Analysis is Critical Today!
Understanding the Economy is Essential to Changing it!
A Broad Look at the Economy
Whom Do We Bail Out First?
Health Insurance Profiteers
Pharmaceutical Bandits
The Offensive Military
A Very Profitable Prison System
Stock Market Recovery
Financial and Economic Literacy
Examples of Lesson Content
Looking at Garment Industry Wages Around the World
Questions for Chapter Five

ch. 6 Tools for Social Change Consciousness and Social Transformation
Tools of Theory
Tools of Popular Education Practice
Political or Civic Literacy
Popular Education is Not Arranging Chairs in a Circle
Curriculum and Community
Participatory Research
Questions for Chapter Six

ch. 7 Spaces and Schools for Education for Liberation
From Robinson’s Cave to Freedom Schools
The Coal Miners of South Wales
Citizenship Schools and the Highlander Folk School
Labor Colleges
International Literacy Campaigns
Venezuela
Cuba
Nicaragua
Zimbabwe
Other Literacy Campaigns
International Action
The National Right to Literacy Campaign
The New York Bill of Rights for Adult Education
The Freedom School in Licking County
How the School Started
Education: Inside or Outside Institutions?
Questions for Chapter Seven

ch. 8 Conclusion
Stand Up For Your Rights
Start a Freedom School Where You Are!
A Recruitment Call for Worker Education and Literacy

References
Index

Additional Info:
From the Publlisher

A Curriculum of Imagination in an Era of Standardization In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an “imaginary” dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work. Each chapter starts with such a dialogue interspersed with the works of others and the author’s critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination.

After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab’s four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry.

Table Of Content:
Series Foreword: Landscapes of Education
Acknowledgements
Prologue

ch. 1 What is Imagination? An Imaginary Intellectiual Dialogue Between Maxine Greene and Paulo Freire
ch. 2 Walls of Standardization
ch. 3 Metaphor: The Language of the Imagination
ch. 4 Sensing Gaps
ch. 5 Toward Empathic Imagination
ch. 6 A Curriculum of Imagination in the Making

Epilogue
References

Additional Info:
Identifies a teaching method which calls upon students to prepare and present lessons for most of the semester. Notes that the technique allows the instructor to derive more enjoyment from teaching and spend less time preparing lessons. Describes application of the method in a "Feminist Theory in the Humanities" course.

Additional Info:
This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students.

Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Integrating Intersectionality, Transforming Learning (Kim A. Case, angela R. Miller, Sharpie Bambacigno Jackson)
ch. 2 "We Talk about Race Too Much in This Class!" Complicating the Essentialized Woman through Intersectional Pedagogy (Leah Wing)
ch. 3 Conflict Resolution Education and Intersectionality (Anna Creadick, Jalisa Whitley, Patrice Thomas, Amber Jackson, Katy Wolfe, Martin Quigley, Reina Apraez)
ch. 4 "Check Your Head" (Linda McCarthy/Laura M. Larson)
ch. 5 Using a Pedagogy of Intersectionality in the Community College Classroom (Neeta Bhasin)
ch. 6 The Rhetorical Nature of Intersecting Identities: Actualizing Intersectionality in the Classroom (Lesley Bogad/Ibilolia Holder/Juanita Montes de Oca/Andres Ramirez/Chris Susi)
ch. 7 A.L.L.I.E.D. Across Our Differences: Blogging and the (Un)Reconciled Politics of Intersectionality
ch. 8 Oprah and Obama Made It, Why Can’t Everyone Else? Utilizing Intersectional Pedagogy to Challenge Post-racial Ideologies within the Higher Education Classroom (Susan M. Pliner/Cerri A. Banks/Ashley M. Tapscot)
ch. 9 Intersectional Pedagogy and Transformative Learning (Jennifer Bowen)
ch. 10 Intersectionality and My Practice of Teaching Mathematics (Julia R. Johnson/Mary González/Cris Ray/Jessica Hager/Diana Leon/Sally Spalding/Tiffany Brigham)
ch. 11 Daring Pedagogy: Dialoguing about Intersectionality and Social Justice (Liz Braun)
ch. 12 Reframing "Diversity" in Higher Education: An Argument for an Intersectional Approach (Cerri A. Banks/Susan M. Pliner: Afterword)

Afterword: Final Thoughts
Contributors
Index

Additional Info:
Click Here for Book Review
Abstract: Critical theory has much to teach us about higher education. By linking critical models, methods, and research tools with an advocacy-driven vision of the central challenges facing postsecondary researchers and staff, Critical Approaches to the Study of Higher Education makes a significant—and long overdue—contribution to the development of the field.

The contributors argue that, far from being overly abstract, critical tools and methods are central to contemporary scholarship and can have practical policy implications when brought to the study of higher education. They argue that critical research design and critical theories help scholars see beyond the normative models and frameworks that have long limited our understanding of students, faculty, institutions, the organization and governance of higher education, and the policies that shape the postsecondary arena.

A rigorous and invaluable guide for researchers seeking innovative approaches to higher education and the morass of traditionally functionalist, rational, and neoliberal thinking that mars the field, this book is also essential for instructors who wish to incorporate the lessons of critical scholarship into their course development, curriculum, and pedagogy. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Critical discourse analysis in higher education policy research (Ana M. Martinez-Aleman)
ch. 2 Sense and sensibility: considering the dynamic between scholarship and lived experiences (Mitchell J. Chang)
ch. 3 A critical approach to power in higher education (Brian Pusser)
ch. 4 A critical reframing of human capital theory in US higher education (Sheila Slaughter, Barrett J. Taylor, and Kelly O. Rosinger)
ch. 5 The ideas and craft of the critical historian of education (Derrick P. Alridge)
ch. 6 The state and contest in higher education in the globalized era: critical perspectives (Imanol Ordorika and Marion Lloyd)
ch. 7 Critical policy analysis, the craft of qualitative research, and analysis of data on the Texas top 10% law (Anna Neumann and Aaron M. Pallas)
ch. 8 Critical action research on race and equity in higher education (Alicia C. Dowd, and Robin M. Bishop, Estela Mara Bensimon)
ch. 9 Using critical race theory to (re) interpret widely-studied topics related to students in U.S Higher education (Lori Patton Davis, Shaun R. Harper, and Jessica Harris)
ch. 10 Whose structure, whose function? (feminist) post-structural approaches in higher education Policy research (Amy Scott Metcalfe)
ch. 11 A critical examination of the college completion agenda: advancing equity in higher education (Robert T. Teranishi and Annie W. Bezbatchenko)
ch. 12 The new stratification: differentiating opportunity by race and class at community colleges in the U.S. (Gregory M. Anderson, Ryan P. Barone, Jeffrey C. Sun, and Nicholas Bowlby)
ch. 13 The transformative paradigm: principles and challenges (Sylvia Hurtado)

Afterword
Contributors
Index

Additional Info:
Using a feminist poststructural focus, Ropers-Huilman (Louisiana State Univ.) investigates feminist teachers' positions and styles in order to examine the practices of a theory of teaching. She explores teachers' reflections on power and gender, how they operate in the classroom, and their experiences as innovators in feminist teaching. No one particular approach or process is emphasized. The application of theory to practice allows the 22 teachers who were interviewed to explore and debate the interaction between students and teachers. The complexity of investigating feminist practices, rather than just the teachers themselves, allows a more flexible look at the issues and the social forces defining their interpretations. Ropers-Huilman explores factors contributing to the many forms of feminist teaching and how power affects and shapes the experience. (From the Publisher)

Table Of Content:
Series Editor's Foreword
Foreword
Preface
Acknowledgments
ch. 1 Puzzling My Way Toward/Through Feminist Teaching
Pt. I Engaging Change: Social Forces and Feminist Teaching Practice
ch. 2 Multiplicity in Action: Working Through Identities
ch. 3 Unsettling Roles: Teacher and Student Interactions
ch. 4 Mapping the Terrain: Institutional Barriers, Supports, and Strategies
Pt. II Engaging Power: Critical Tensions and Resistances
ch. 5 Powerful Places: (De)constructing Power and Resistance
ch. 6 Situated Texts: Negotiating Knowledge and Knowing
ch. 7 Classroom Ruptures: Politics of Difference
ch. 8 Powers of Language: Interrogating Silence and Speech
ch. 9 Intersections and Interruptions: Letting Loose with Disruption
Notes
References
Index
About the Author

Additional Info:
Click Here for Book Review
Abstract: How can discerning critical hope enable us to develop innovative forms of teaching, learning and social practices that begin to address issues of marginalization, privilege and access across different contexts?

At this millennial point in history, questions of cynicism, despair and hope arise at every turn, especially within areas of research into social justice and the struggle for transformation in education. While a sense of fatalism and despair is easily recognizable, establishing compelling bases for hope is more difficult. This book addresses the absence of sustained analyses of hope that simultaneously recognize the hard edges of why we despair.

The volume posits the notion of critical hope not only as conceptual and theoretical, but also as an action-oriented response to despair. Our notion of critical hope is used in two ways: it is used firstly as a unitary concept which cannot be disaggregated into either hopefulness or criticality, and secondly, as an analytical concept, where critical hope is engaged and diversely theorized in ways that recognize aspects of individual and collective directions of critical hope. The book is divided into four sub-sections:

- Critical Hope in Education
- Critical Hope and a Critique of Neoliberalism
- Critical Race Theory/Postcolonial Perspectives on Critical Hope
- Philosophical Overviews of Critical Hope.

Education can be a purveyor of critical hope, but it also requires critical hope so that it, as a sector itself, can be transformative. With contributions from international experts in the field, the book will be of value to all academics and practitioners working in the field of education. (From the Publisher)

Table Of Content:
Introduction (Vivienne Bozalek, Ronelle Carolissen, Brenda Leibowitz and Megan Boler)

Part 1: Critical Hope in Education
ch. 1 Affective, Political and Ethical Sensibilities in Pedagogies of Critical Hope: Exploring the Notion of ‘Critical Emotional Praxis’ (Michalinos Zembylas)
ch. 2 Teaching for Hope: The Ethics of Shattering World Views (Megan Boler)
ch. 3 A Pedagogy of Hope in South African Higher Education (Vivienne Bozalek, Ronelle Carolissen and Brenda Leibowitz)

Part 2: Critical Hope and a Critique of Neoliberalism
ch. 4 ”That’s Scary. But it’s not Hopeless": Critical Pedagogy and Redemptive Narratives of Hope (Gustavo Fischman and Eric Haas)
ch. 5 Plasticity, Critical Hope and the Regeneration of Human Rights Education (Andre Keet)
ch. 6 Critical Hope: Deconstructing of the Politics of HOPE at a South African University (Henk van Rinsum)

Part 3: Critical Race Theory/Postcolonial Perspectives on Critical Hope
ch 7 Critical Hope and Struggles for Justice: An Antidote to Despair for Antiracism Educators (Ronald Glass)
ch. 8 Agents of Critical Hope: Black British Narratives (Paul Warmington)
ch. 9 Decolonizing Education: Discovering Critical Hope in Marginal Spaces (Merlyne Cruz)

Part 4: Philosophical Overviews of Critical Hope
ch 10 Hope: An Emancipatory Resource Across the Ages (John Horton)

Afterword: Critical Hopes – Gratitude and the Magic of Encounter (Mary Zournazi)
Index

Additional Info:
The Power of Critical Theory makes a powerful case for how the work of leading critical theorists can help adult educators and learners make sense of the pressing dilemmas, contradictions and frustrations they experience in their work. Stephen Brookfield guides the readers through a number of concepts and the theorists most identified with each concept. He also examines critical theory from writers who critique the theories using the lenses of gender and race. (From the Publisher)

Table Of Content:
ch. 1 Exploring the meaning of critical theory for adult learning
ch. 2 The learning tasks of critical theory
ch. 3 Challenging ideology
ch. 4 Contesting hegemony
ch. 5 Unmasking power
ch. 6 Overcoming alienation
ch. 7 Learning liberation
ch. 8 Reclaiming reason
ch. 9 Learning democracy
ch. 10 Racializing criticality
ch. 11 Gendering criticality
ch. 12 Teaching criticality

Additional Info:
This book is designed as a practical resource that reviews some of the most helpful approaches and exercises that teachers use when working with adult learners. Written in an accessible style, with numerous examples of practical applications scattered throughout the text, the book does not assume any prior experience with adult learning theory or adult educational history and philosophy on the reader's part. The book invites the reader into a conversation about some of the major challenges and problems involved in teaching adults, a conversation which draws on the author's long history of working with adult learners to describe how to understand and respond to these same challenges and problems. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

ch. 1 The Essence of Powerful Teaching
ch. 2 Teaching for Critical Thinking
ch. 3 Using Discussion Methods
ch. 4 Fostering Self-Directed Learning
ch. 5 Democratizing the Classroom
ch. 6 Teaching About Power
ch. 7 Teaching Using the Creative Arts
ch. 8 Negotiating the Emotions of Powerful Teaching

References
Index

Additional Info:
If teachers want to create positive change in the lives of their students, then they must first be able to create positive change in their own lives. This book describes a powerful professional development approach that merges the scholarship of critical pedagogy with the Theatre of the Oppressed. Participants “act up” in order to explore real-life scenarios and rehearse difficult conversations they are likely to have with colleagues, students, administrators, and parents. The authors have practiced the theatrical strategies presented here with pre- and in-service teachers in numerous contexts, including college courses, professional development seminars, and PreK–12 classrooms. They include step-by-step instructions and vivid photographs to help readers use these revolutionary theatre strategies in their own contexts for a truly unique learning experience. (From the Publisher)

Table Of Content:
Forward (Johnny Saldaña)
Acknowledgments
Introduction: Learning from Conflict, Performing Change
Acting Up
Breaking the Fourth Wall-From Spectator to Spect-actor
Reading This Book Together

Part I - Theatre of the Oppressed as a Critical Performative Approach to Creating Multicultural Learning Communities: An Overview
ch. 1 Pushing the Chairs Aside: How and Why We Got Started
Stresses and Tensions of Teaching in Multicultural Schools Within Monocultural Norms
The Personal and Interactional Nature of Teaching in a Diverse World
Focusing on Culturally Responsive Practices
Why Theatre? Exploring Possibilities in Multicultural Teaching Education

ch. 2 The Oppressed or the Oppressor? How Much Power Does the Teacher Have?
From Pedagogy to Theatre of the Oppressed: The Influence of Paulo Freire on the Work of Augusto Boal
The Revolutionary Nature of Boalian Theatre
Theatre of the Oppressed in Europe, Canada, and the United States

Part II - Teachers Act Up! Practicing Transformative Theatre
ch. 3 Liberating the Body: More Then Fun Games
Establishing Ground Rules
The Games: What’s in a Name; How Many A’s in an A; Stopping Around; House, Inhabitant, Tempest; Power Shuffle; Carnival
Learning Case
Games as Rehearsals for Change

ch. 4 Seeing Is Believing: Image Theatre Is Worth a Thousand Words
Releasing the Imagination
The Imagine Exercises: Complete the Image; Come, My Friends . . .; Columbian Hypnosis; The Machine: Building Interrelations; Image Techniques; The Model; Real/Ideal
Imaging the World, Imagining the Possibilities

ch. 5 Forum Theatre: Telling Stories of Teaching Conflict and Rehearsing Change
Forum Theatre: Foundations for Creating Change
How Forum Theatre Works: Generating Shard Doubts and Concerns
Performing Strategies for Action
Changing Scripts in Real Lives
Facilitating the Process: Forum Theatre as Foundations for Professional Development
Art Takes Time, but Time is Short

ch. 6 Troubling Oppressions, Seeking Change: Rainbow of Desire, Invisible, and Legislative Theatre
Somewhere Over the Rainbow: The Many Shades of Teaching and Rainbow of Desire Techniques
How Rainbow of Desire Takes Place
Invisible Theatre: Making the Invisible Visible
Legislative Theatre: Theatre as Politics and Democracy as Theatre

Conclusion: Implications Across Contexts
Call to Authority and Documentation
Networks of Support to Endure Struggle
(In)Subordination Through Parody and Humor
Evaluating Teachers Act Up!
Possibilities and Challenges: Theatre of the Oppressed in Teacher Education
Teatro as a Collective Problem-Solving Activity for Social Action: An Afterword by Kris D. Gutiérrez
Appendix: Reflecting on Embodied Teaching Education: A Teacher’s Testimony
References
Index
About the Authors

Additional Info:
Secularization, the idea that religion would gradually diminish over time, was once widely assumed to be true by scholars of religion, but the unexpected resurgence of religious traditions has called it into question. Related debates on the distinction between religion and the secular have destabilized religious studies further. What does the crisis of secularization and secularism mean for the religious studies classroom? This essay proposes a model of religious criticism in the wake of secularism. No longer simply claiming a "view from nowhere," students and instructors can (by observing standards of evidence, reason, and self-disclosure) combine criticism with learning. Drawn from aesthetic and ethical traditions of criticism, religious criticism can be practiced by "teaching the conflicts" and through the pedagogical models of Freire and hooks.

Additional Info:
This paper reports on a project undertaken as part of a wider group exploration of feminist pedagogy. It reflects on the issues this raised in teaching a course on contemporary biblical criticisms, an area of biblical studies where questions of power and ideology are frequently asked of texts. The project therefore asked the question whether there was a match or mismatch between the teaching process and the content of the course. Of particular concern was the understanding of the role of the teacher, the lecturer's 'what am I doing in this class?' question. The move to open up the student space led to the matter of boundaries. Who decides upon and regulates the limits of what can be discussed? What allows trust in a class and how does one deal with feelings and emotions? This paper engages the class members on all these issues, drawing on their comments gained from the questionnaire that was part of the project design.

Additional Info:
What happens when teachers share power with students? In this profound book, Ira Shor--the inventor of critical pedagogy in the United States-- relates the story of an experiment that nearly went out of control.

Shor provides the reader with a reenactment of one semester that shows what really can happen when one applies the theory and democratizes the classroom. This is the story of one class in which Shor tried to fully share with his students control of the curriculum and of the classroom. After twenty years of practicing critical teaching, he unexpectedly found himself faced with a student uprising that threatened the very possibility of learning. How Shor resolves these problems, while remaining true to his commitment to power-sharing and radical pedagogy, is the crux of the book. Unconventional in both form and substance, this deeply personal work weaves together student voices and thick descriptions of classroom experience with pedagogical theory to illuminate the power relations that must be negotiated if true learning is to take place. (From the Publisher)

Table Of Content:
Preface and Acknowledgments

ch. 1 The Siberian Syndrome: Students as Exiles in the Culture War of the Classroom
ch. 2 Sharing Power, Democratizing Authority, and Mediating Resistance
ch. 3 Escaping Siberia: Students Ask, "Why Come to Class?"
ch. 4 Power-Sharing and the Birth of the "After-Class Group"
ch. 5 The "After-Class Group" Constructs the Unknown
ch. 6 Power Is Knowledge - "Positive Resistance" and "Ultra-Expectations"
ch. 7 Can Siberia Become a Critical Territory?
ch. 8 Siberian Harvest: Measuring the Yield of Power-Sharing

Afterword
Bibliography
Index

Additional Info:
Argues that African Americans, other people of color, and those committed to democracy must counter Anglohegemony by using liberatory and emancipatory pedagogy in learning institutions. Examples of interpretive lenses of "the other" are given, and implications of using these lenses are examined. The importance of educational research is discussed.

Additional Info:
Over the coming decades, every academic discipline will have to respond to the paradigm of more sustainable life practices because students will be living in a world challenged by competition for resources and climate change, and will demand that every academic discipline demonstrate substantial and corresponding relevance.

This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, what can my discipline or area of research contribute toward a better understanding of these issues? The discipline need not be future-oriented: an archaeologist, for instance, could incorporate into a course some aspects of sustainable archaeological practices in areas threatened by rapid climate change, as well as examples of sustainable or unsustainable ways of living practiced by members of the long-gone society under investigation.

This book also argues that courses about sustainability need to cross disciplinary boundaries, both because of the inter-relatedness of the issues, and because students will require the ability to use interdisciplinary approaches to thrive through the multiple careers most of them will face.

The contributions to this book are presented under four sections. “Sustainability as a Core Value in Education” considers the rationale for incorporating sustainability in disciplinary courses. “Teaching Sustainability in the Academic Disciplines” presents eight examples of courses from disciplines as varied as agriculture, composition, engineering, and teacher education. “Education as a Sustainable Practice” reviews how the physical environment of the classroom and the delivery of instruction need themselves to reflect the values being taught. The final section addresses the issues of leadership and long-term institutional change needed to embed sustainable practice as a core value on campus. (From the Publisher)

Table Of Content:
I. Sustainability as a Core Value in Education
ch. 1 Sustainability for Everyone: Trespassing Disciplinary Boundaries (Douglas Klahr)
ch. 2 Sustainability as a Core Issue in Diversity and Critical Thinking Education (Danielle Lake)
ch. 3 Sustainable Happiness and Education: Educating Teachers and Students in the 21st Century (Catherine O’Brien)
ch. 4 A Christian Approach to Sustainability (Chris Doran)

II. Teaching Sustainability in the Academic Disciplines
ch. 5 Re-Envisioning Ecocomposition: The Rhetoric of Sustainable Energy and the Ecology of Writing (Kimberly R. Moekle)
ch. 6 Sustainably Growing Farmers of the Future: Undergraduate Curriculum in Sustainable Agriculture at the University of Kentucky (Keiko Tanaka, Mark Williams, Krista Jacobson and Mike Mullen)
ch. 7 Using a Multi-level Approach to Teach Sustainability to Undergraduate Students in Engineering and Environmental Science (Bruce I. Dvorak, Stacey A. Hawkey and Valdeen Nelsen)
ch. 8 Environmental Sustainability in Healthcare Management Education (Carrie Rich)
ch. 9 Teaching Ecotourism in the Backyard of Waikiki, Hawai‘I (John Cusick)
ch. 10 Writing Banana Republics and Guano Bonanzas: Consumerism and Globalization in the Composition Classroom (George E. Brooks)
ch. 11 The Hungry Text: Toward a Sustainable Literary Food Pedagogy (Tom Hertweck and Kyle Bladow)
ch. 12 Who Will Teach the Teachers? Re-orienting Teacher Education for the Values of Sustainability (Patrick Howard)

III. Education as a Sustainable Practice
ch. 13 Eportfolios in a Liberal Studies Program: An Experiment in Sustainability (P. Sven Arvidson)
ch. 14 The Paperless Classroom (Kirsten Bartels and Justin Pettibone)
ch. 15 Communicating Sustainability: Teaching Sustainable Media Practice (Alex Lockwood)
ch. 16 Unsustainable Aspects of Sustainability (Bart Bartels)

IV. Leadership and Reform Strategies for Long-term Institutional Change
ch. 17 Teaching Sustainability Leadership (Courtney Quinn and Gina Matkin )
ch. 18 Teaching Sustainability to Future Professionals in Cultural Resource Organizations (Sarah S. Brophy)
ch. 19 Breaking the “Methodological Trap” of Sustainability in Academia with Global Learning Environments (Tamara Savelyeva)
ch. 20 Making Sustainability a Core Value (Christine Drewel)

Additional Info:
Concentrating on the "practices" of Christianity enables us to think about education in new ways. Identifying practices as the sites of learning in theological education allows us to avoid some common "divisions" in thinking about education and calls for the development of new language to name the process of education.

Additional Info:
The Education Feminism Reader is an anthology of the most important and influential essays written in feminist education theory since the late seventies. Attentive to the quality and diversity of this growing field, The Reader presents the thinking of traditionally liberal feminists, radical postmodern theorists, women of color and those feminists with psychological, philosophical and political agendas.

Contributors: Maxine Greene, Carol Gilligan, Bonnie Thornton Dill, Valerie Walkerdine, Linda J. Nicholson, Madeleine Arnot, Jane Roland Martin, Barbara Houston, Ruth E. Zambrana, Madeleine Gramet, Nel Noddings, Patricia J. Thompson, Nona Lyons, Lynda Stone, Barbara McKellar, Patti Lather, Jo Anne Pagano, Sue Middleton, Elizabeth Ellsworth, Dianne Smith, Joyce E. King, Deanne Bogdan. (From the Publisher)

Table Of Content:
Acknowledgments
Notes to the Text
Introducing Education Feminism
ch. 1 The Lived World (1978) (Maxine Greene)
ch. 2 Woman's Place in Man's Life Cycle (1979) (Carol Gilligan)
ch. 3 Race, Class, and Gender: Prospects for an All-Inclusive Sisterhood (1983) (Bonnie Thornton Dill)
ch. 4 Femininity as Performance (1987) (Valerie Walkerdine)
ch. 5 Women and Schooling (1980) (Linda J. Nicholson)
ch. 6 Male Hegemony, Social Class, and Women's Education (1982) (Madeleine Arnot)
ch. 7 Excluding Women from the Educational Realm (1982) (Jane Roland Martin)
ch. 8 Should Public Education be Gender Free? (1985) (Barbara Houston)
ch. 9 Toward Understanding the Educational Trajectory and Socialization of Latina Women (1988) (Ruth E. Zambrana)
ch. 10 Conception, Contradiction, and Curriculum (1988) (Madeleine Gramet)
ch. 11 An Ethic of Caring and its Implications for Instructional Arrangements (1988) (Nel Noddings)
ch. 12 Beyond Gender: Equity Issues for Home Economics Education (1986) (Patricia J. Thompson)
ch. 13 Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development (1990) (Nona Lyons)
ch. 14 Toward a Transformational Theory of Teaching (1988) (Lynda Stone)
ch. 15 Only the Fittest of the Fittest Will Survive: Black Women and Education (1989) (Barbara McKellar)
ch. 16 The Absent Presence: Patriarchy, Capitalism, and the Nature of Teacher Work (1987) (Pattie Lather)
ch. 17 Teaching Women (1988) (Jo Anne Pagano)
ch. 18 Schooling and Radicalisation: Life Histories of New Zealand Feminist Teachers (1987) (Sue Middleton)
ch. 19 Why Doesn't this Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy (1989) (Elizabeth Ellsworth)
ch. 20 "Why Do We have to Read About Girls Living in Australia and London?": Reflections from a Womanist Theorist on Critical Education (1991) (Dianne Smith)
ch. 21 Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers (1991) (Joyce E. King)
ch. 22 When Is a Singing School (Not) a Chorus? The Emancipatory Agenda in Feminist Pedagogy and Literature Education (1993) (Deanne Bogdan)
Index
Contributors

Additional Info:
This volume of New Directions for Adult and Continuing Education explores emerging theory and practice in adult development, adult learning, and feminist pedagogy for learning environments designed to meet women's needs. Adult women learners face special challenges as they enter or reenter higher education. Research and experience suggest that historical and current education approaches may not serve men and women equally. The central aim of this book is to help make learning environments more supportive of reentry women in their ongoing development. Many of the practices showcased in this sourcebook emerged from programs of alternative higher education as they endeavored to meet the needs of an increasingly diverse population of learners. The different pedagogical approaches described herein help a woman learner shape the narrative of her evolving self in multiple life contexts. Ultimately, the kinds of educational practices described in this volume will prove effective in promoting lifelong learning and development for both women and men. This is the 65th issue in the journal series New Directions for Adult and Continuing Education. (From the Publisher)

Table Of Content:
Editor's Notes (Catherine Marienau, and Kathleen Taylor)

ch. 1 Bridging Practice and Theory for Women's Adult Development (Kathleen Taylor, and Catherine Marienau)
ch. 2 Journal Writing: A Tool for Women Developing as Knowers (Phyllis Walden)
ch. 3 Sitting Beside Herself: Self-Assessment and Women's Adult Development ( Kathleen Taylor)
ch. 4 Prior Learning Assessment, Critical Self-Reflection, and Reentry Women's Development (Jan Droegkamp, and Kathleen Taylor)
ch. 5 In Their Own Voices: Women Learning About Their Own Development (Catherine Marienau)
ch. 6 Teaching to the Development Needs of Nonmainstream Learners (Linda Gajdusek, Helen Gillotte)
ch. 7 A Developmental Core Curriculum for Adult Women Learners (Rosemarie Carfagna)
ch. 8 Multiple Roles of the Mentor Supporting Women's Adult Development (Mayra Bloom)
ch. 9 Linking Learning, Teaching, and Development (Morris Fiddler, and Catherine Marienau)
ch. 10 Speaking Her Mind: Adult Learning and Women's Adult Development (Kathleen Taylor)
Conclusion
Index

Additional Info:
Click Here for Book Review
Abstract: This provocative book's starting point is a deep and profound concern about the commodification of knowledge within the contemporary university.

Acts of Knowing aims to provide readers with a means of understanding the issues from the perspective of Critical Pedagogy; an educational philosophy which believes that 'knowing' must be freed from the constraints of the financial and managerialist logics which dominate the contemporary university. Critical Pedagogy is important for three key reasons: it conceptualises pedagogy as a process of engagement between the teacher and taught; secondly that that engagement is based on an underlying humanistic view about human worth and value; and thirdly that the 'knowing' which can come out of this engagement needs to be understood essentially as exchange between people, rather than a financial exchange.

Cowden and Singh argue that the conception of education as simply a means for securing economic returns for the individual and for the society's positioning in a global marketplace, represents a fundamentally impoverished conception of education, which impoverishes not just individuals, but society as a whole. (From the Publisher)

Table Of Content:
Introduction - Critical Pedagogy and the Crisis in the Contemporary University

Part 1 - Perspectives on the Crisis in Education
ch. 1 On the New Poverty of Student Life
ch. 2 Sat-Nav Education - A Means to an End or an End to Meaning
ch. 3 Critical Pedagogy, Public Sociology and Student Activism
ch. 4 The Practical Politics of 'Criticality' in Higher Education
ch. 5 Opening Spaces of Possibility in the University- Critical Pedagogy in the Teaching of Social Justice

Part 2 : Critical Pedagogy and Popular Education
ch. 6 Critical Pedagogy and the Uses of Freire and Bourdieu
ch. 7 The Neoliberal University, Critical Pedagogy and Popular Education
ch. 8 Indigenous Pedagogy
ch. 9 Popular Education and Higher Education
ch. 10 Critical Pedagogy, Critical Theory and Critical Hope
ch. 11 Autonomist Marxism, Social Movements and Popular Education

Index

Additional Info:
Click Here for Book Review
Abstract: In this concise and accessible text, Peter Mayo outlines some of the major concepts in Freire's praxis. In pursuit of a critically engaging pedagogy, Mayo compares Freire's work with a range of other thinkers and educators, including Lorenzo Milani, Antonia Darder, John Dewey, Margaret Ledwith, Antonio Gramsci, and Henry Giroux.

Chapters in the book include discussions of the State's role in education - specifically higher education; a critical analysis of the dominant discourse in education centering on 'competences' and the type of slant this discourse takes; a study of adult education through a Freirean lens; an historical view of Nicaragua's Freire-inspired literacy and popular education campaigns of 1980; a fresh perspective on the role of social movements in the contexts of social transformation; a new analysis of the relevance of Freirean concepts for transformative research, and an exploration of educators as intellectuals and social actors.

The result is a compelling study of how Paulo Freire's writings continue to resonate around the world, and of how we must continue to apply and interpret them anew. (From the Publisher)

Table Of Content:
Acknowledgements

Freirean Concepts
ch. 1 Introduction: Pedagogy of the Oppressed
ch. 2 Freire's Ideas More Generally: On Whose Side Are We When We Teach Act?
ch. 3 Freire on Intellectuals

Freirean Interpretations
ch. 4 Reading and Transforming the World Together: A Freirean Perspective on Education and Social Movements
ch. 5 The Competence Discourse and the Struggle for Social Agency and Citizenship: A Freirean Perspective
ch. 6 Critical Literacy and the Development of a Multi-Ethnic Citizenship: A Freirean Southern-European Perspective
ch. 7 Popular Education and Transformative Research
ch. 8 Adult Learning, Teaching and Programme Planning: Insights from Freire
Affinities With Freire
ch. 9 Paulo Freire and Lorenzo Milani
ch. 10 Julius Nyerere's Thinking on Education

Freirean Inspiration
ch. 11 Critical Pedagogy, Historical Materialism and Dialectical Thinking: A Tribute to Paula Allman
ch. 12 Dissidence, Love and Cultural Power: An Essay on Antonia Darder
ch. 13 Striving Against the Eclipse of Democracy: Henry A. Giroux's Critical Pedagogy for Social Justice

Bibliography
Author Index
Subject Index

Additional Info:
This essay explores challenges that arise for professors who teach critical theory in our current climate of conservatism. Specifically, it is argued that the conservative commitments to non-revolutionary change and reverence for tradition are corrupted in our current political and intellectual climate. This corruption, called "ideological imperviousness," undermines the institutional structures put in place to produce a functional educational environment that imposes an unjust vulnerability on professors and risks depriving students of the opportunity to acquire the critical skills necessary to combat their own vulnerabilities.

Additional Info:
The Peaceable Classroom first defines a pedagogy of nonviolence and then analyzes certain contemporary approaches to rhetoric and literary studies in light of nonviolent theory. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Preface
Prologue: I Am Not Yet Born
Old Lies
Inner Peace Studies and the World of the Writing Teacher
``Exterminate...the Brutes'' and Other Notes Toward a Spirituality of Teaching
The Force that Through the Green Fuse Drives the Flower
Silence and Slow Time
The Dancing Is Difficult
The Retro War
The Sibyl in the Bottle
Epilogue: The Booty of the Dove
One or Two Things
Works Cited
Credits

Additional Info:
In view of the current attention being given to "practices," this paper argues that Mortimer Adler and Paulo Freire have developed pedagogical practices that are relevant for the task of teaching theology in a democracy. Emphasizing the connection between education and democratic life, both reject a facile relativism or pragmatism, on the one hand, and an uncritical adherence to either a traditionalist or revolutionary agenda, on the other. Indeed, both present their pedagogies not simply as a means for advocating certain types of religious and ethical practice (whether traditional or revolutionary) but as a means for critically examining those practices in light of the truth and justice – and for believers, the reality of God – they presuppose. This essay examines precisely how they do this and what their relevance might be for the teaching of theology in a democracy where the co-existence of competing religious and ethical claims is a given.

Additional Info:
This book is written at a time when our own field of adult education is under assault from a variety of capitalist and neoconservative forces pressuring us... to turn away from the causes of criticality, lifelong learning, and education for freedom. Rather than succumb to these pressures, we have hope that our long term goals of education for life and living can and will be accomplished alongside professional and vocational education. This book offers new insight into what is a very dark moment of our human civilization. From the preface by Dr Carlos Alberto Torres, Professor, GSEIS, Director, Paulo Freire Institute, University of California at Los Angeles The book offers decidedly critical and international perspectives on various aspects of adult education, especially on state, citizenship and neoliberal policies. Critical in both content and method, it is at the same time the part of the collective work needed to advance the Belém call to action by furthering awareness and capacity in the field of adult education. Dr Katarina Popovic, Professor,Universität Duisburg-Essen, University of Belgrade & DBB International, In the midst of diminishing resources and growing inequalities, English and Mayo provide an incisive and much needed critique of adult education in ways that highlight not only its historical and philosophical roots but also its major significance to the practice of democracy. In a direct challenge to the neoliberal accountability craze, Learning with Adults offers a rigorous political reading of the field—one that systematically challenges oppressive educational policies and practices, while affirming an emancipatory vision of civic engagement. Truly an informative treatise that sheds new light on the education of adults. Dr Antonia Darder Professor & Leavey Presidential Endowed Chair in Education Loyola Marymount University Los Angeles Leona English and Peter Mayo challenge hegemonic assumptions and ideas, while offering a constructive alternative based on the principle of working with learners and not just for them. Their analysis is accessible enough for newcomers to the field, while the authors’ wide-ranging coverage and radical approach provide refreshing and challenging messages for the most experienced adult educator. Up-to-date, genuinely international and passionately committed, Learning with Adults is a great book. (From the Publisher)

Table Of Content:
Preface
Introduction: Learning with Adults: A Critical Pedagogical Introduction

Section I: Contextualising Adult Education
ch. 1 The Debates around Lifelong Education/Learning
ch. 2 Adult Education, Neo-liberalism, and the State
ch. 3 Adult Education and Citizenship - A Contested Terrain

Section II: Contemporary Theoretical Perspectives on Adult Education
ch. 4 Marxism and the Emancipatory Tradition in Adult Education and Learning
ch. 5 Post-structuralism and Adult Education
ch. 6 Post-colonialism and Adult Education

Section III: Contexts of Practice in Adult Education
ch. 7 Adult Education and Work
ch. 8 Competencies and Adult Learning
ch. 9 Museums, Cultural Politics, and Adult Learning
ch. 10 Adult Education and Social Movements
ch. 11 Adult Education and Community Development
ch. 12 University Continuing Education

Section 4: Concerns in the Practice of Adult Education
ch. 13 Women and Adult Education
ch. 14 Racism and Adult Education
ch. 15 Spirituality and Adult Education
ch. 16 Environmental Adult Education
ch. 17 Adult Health Education
ch. 18 Education of Older Adults

Conclusion: The Critical Turn in Adult Education

References
Name Index
Subject Index
Frequently Used Abbreviations

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This essay explores intersections among Jesuit, Quaker, and feminist theologies and pedagogies of social justice education in order to propose and elaborate an innovative theoretical and theological framework for experiential learning in religious studies that prioritizes relationality, called erotic education. This essay then applies the relational rationale of erotic education to interpret the author's design of a service or community-based learning component in a course about contemporary U.S. Christian social justice movements, offered in both religiously-affiliated and religiously-inspired liberal arts colleges. The course case study not only chronicles the author's evolving pedagogical praxis as a feminist theologian teaching in Jesuit and Quaker institutions, but also is grounded in how the author's course embodies erotic education, that is, how specific objectives, learning practices, and assignments build and bolster relationships among students (in peer-to-peer small groups inside and outside the classroom) as well as among students and their community sites. In developing this framework and implementing it within this particular course, the author argues that erotic education emphasizes the naming and training of our existential desires for interpersonal relations in order to upbuild not only the individual but also the common good.

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Collaborative Futures places graduate education at the center of ongoing efforts to legitimize publicly engaged scholarship within the academic profession. It is indispensable reading not only for graduate students seeking inspiration, resources, and usable frameworks for their engaged scholarship, but for the faculty who are called upon to mentor them and for university administrators seeking encouraging answers to questions about the future of graduate education. Given the erosion of the tenure system and the casualization of teaching labor, graduate programs and professional organizations in many fields now recognize the imperative to prepare doctoral students for careers wholly or partially outside academe. This book powerfully indicates both the need and the means to change institutional cultures and forge a publicly active path for graduate education. (From the Publisher)

Table Of Content:
Illustrations
Contributors
Foreword (Kevin Bott)
Acknowledgments
Introduction (Amanda Gilvin)

PART ONE: THEORY IN PRACTICE: Contextualizing Collaboration: Publicly Active Graduate Scholarship in United States Higher Education
ch. 1 The Arc of the Academic Career Bends Toward Publicly Engaged Scholarship (Timothy K. Eatman)
ch. 2 The Land-Grant System and Graduate Education: Reclaiming a Narrative of Engagement (Timothy J. Shaffer)
ch. 3 To Hell With Good Intentions (Ivan Illich)
ch. 4 Publicly Engaged Graduate Research and the Transformation of the American Academy (Susan Curtis, Shirley Rose, and Kristina Bross)
ch. 5 From Returning to Our Roots: The EngagedInstitution; Executive Summary with “Seven-Part Test” (Kellogg Commission on the Future of State and Land-Grant Universities)
ch. 6 Publicly Engaged Scholarship and Academic Freedom: Rights and Responsibilities (Nicholas Behm and Duane Roen)
Interchapter  ~  Statements of the American Association of University Professors
ch. 7 The Scholarship of Engagement (Ernest L. Boyer)
ch. 8 Community (Miranda Joseph)

PART TWO: Programs of Action: Institutionalizing Publicly Active Graduate Education
ch. 9 New Ways of Learning, Knowing, and Working: Diversifying Graduate Student Career Options Through Community Engagement (Kristen Day, Victor Becerra, Vicki L. Ruiz, and Michael Powe)
ch. 10 Getting Outside: Graduate Learning Through Art and Literacy Partnerships with City Schools (Judith E. Meighan)
ch. 11 Crossing Figueroa: The Tangled Web of Diversity and Democracy (George J. Sánchez)
ch. 12 The Engaged Dissertation: Three Points of View (Linda S. Bergmann, Allen Brizee, and Jaclyn M. Wells)
ch. 13 When the Gown Goes to Town: The Reciprocal Rewards of Fieldwork for Artists (Jan Cohen-Cruz)
ch. 14 Reimagining the Links Between Graduate Education and Community Engagement (Marcy Schnitzer and Max Stephenson Jr.)
ch. 15 Graduate Mentoring Against Common Sense (Ron Krabill)
ch. 16 First and Lasts: Lessons from Launching the Patient Voice Project at the Iowa Writers’ Workshop (Austin Bunn)

PART THREE: A Balancing Act: Publicly Active Graduate Students' Reflections and Analyses
ch. 17 Arcs, Checklists, and Charts: The Trajectory of a Public Scholar? (Sylvia Gale)
Interchapter  ~  Specifying the Scholarship of Engagement: Skills for Community-Based Projects in the Arts, Humanities, and Design (Imagining America)
ch. 18 Leveraging the Academy: Suggestions for Radical Grad Students and Radicals Considering Grad School (Chris Dixon and Alexis Shotwell)
ch. 19 Collaboration Conversation: Collaborative Ethnography as Engaged Scholarship (Ali Colleen Neff)
ch. 20 Reality Is Stranger than Fiction: The Politics of Race and Belonging in Los Angeles, California (Damien M. Schnyder)
ch. 21 Participatory Art, Engaged Scholarship: The Embedded Critic in Nadia Myre’s Scar Project (Amanda Jane Graham)

Resources
Index

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Higher education systems around the world are undergoing fundamental change and reform due to external pressures—including internationalization of higher education, increased international competition for students, less reliance on public funding, and calls to create greater access opportunities for citizens. How are higher education systems evolving structurally as a result of these and other pressures? In light of these changes, how can higher education be a positive force for democratizing societies?

This book examines the emerging trends taking place in higher education systems around the world, focusing on the most salient political and social forces that underlie these trends. Each chapter provides a case study of a country, exploring its cultural and political history, the political and social developments that have affected its higher education system, and the result of these changes on the higher education system. In a fast-changing, knowledge-intensive, democratic society, Democratizing Higher Education explores how higher education systems can be developed to provide access, affordability, participation, and quality life-long learning for all. (From the Publisher)

Table Of Content:
Foreword (Nel Noddings)
Preface (Patrick Blessinger and John P. Anchan)

ch. 1 An Introduction to Democratizing Higher Education (John P. Anchan)
ch. 2 Democratizing Higher Education in the United States: A Legacy of Democratic Learning (Linda Watts)
ch. 3 Democratizing Higher Education in Canada: Quality and Educational Development (Arshad Ahmad and Lori Goff)
ch. 4 Democratization in European Higher Education: The Past, Present, and Future of the Bologna Process (María Luisa Pérez Cañado)
ch. 5 South Europe Higher Education: Portugal and Its Peripheral Regions (Luísa Soares and Catarina Faria)
ch. 6 Democratizing Higher Education in the United Kingdom: A Case Study (Craig Mahoney and Helena Lim)
ch. 7 Higher Education in Scandinavia: A Case Study (Jorgen Lerche Nielsen and Lars Birch Andreasen)
ch. 8 Higher Education in New Zealand: A Case Study of the Land of the Long White Cloud (Lorraine Stefani)
ch. 9 Higher Education in South Africa: A Case Study (Mandla S. Makhanya and Jeanette C. Botha)
ch. 10 Modernization of Russian Higher Education: Progress and Opportunities (Natalia Moscvina and Olga Kovbasyuk)
ch. 11 Democratizing Higher Education in China’s Hong Kong: Between Rhetoric and Reality (Hei-hang Hayes Tang)
ch. 12 Democratization of Higher Education in India: A Case Study (Arputharaj Devaraj)
ch. 13 Malaysian Higher Education: A Case Study (Enakshi Sengupta)
ch. 14 The Future of Higher Education: Towards A Democratic Theory of Higher Education (Patrick Blessinger)
ch. 15 Democratizing Higher Education: Concluding Thoughts (Patrick Blessinger)

About the Contributors
Index

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Abstract: Service-learning in higher education combines students' academic coursework with their voluntary work, enhancing students' learning and benefiting the community. The key to unlocking the connections between the theory and practice of service-learning is critical reflection, which is examined in this book along with students' academic reflective writing and assessment. The power and dynamics of service-learning are explored through the construction of a theoretical paradigm and the assertion that it can be extended further to critical pedagogy. Critical Perspectives of Service-Learning in Higher Education takes a refreshingly critical and innovative look at service-learning, employing theoretical and empirical work to shed new light on this approach to education. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Introduction
ch. 2 Contextualising Service-Learning
ch. 3 A Theoretical Paradigm for Service-Learning
ch. 4 Service-Learning as a Critical Pedagogy
ch. 5 Critical Reflection
ch. 6 Academic Writing in Service-Learning
ch. 7 Reflections in and on Assessment
ch. 8 Conclusion

References
Index

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This paper explores the concept and practice of "embodied pedagogy" as an alternative to the Cartesian approach to knowledge that is tacitly embedded in traditional modes of teaching and learning about religion. My analysis highlights a class I co-teach that combines the study of Aikido (a Japanese martial art) with seminar-style discussions of texts that explore issues pertaining to embodiment in the context of diverse spiritual traditions. The physicality of Aikido training makes it an interesting "case study" of embodied pedagogy and the lessons it offers both teachers and students about the academic study of religion. Ultimately, the questions and insights this class generates illustrate how post-Cartesian pedagogies can expose, challenge, and correct epistemological assumptions that contribute to one-dimensional views of religion and that fail to address our students as whole persons. A final part of the paper considers other possible venues for embodying teaching and learning in the academic study of religion.

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This online journal and website combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It is a networked, participant-driven, and open peer reviewed journal that is both academic and collective.

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Applying theory to practice, Women Teaching for Change reveals the complexity of being a feminist teacher in a public school setting, in which the forces of sexism, racism, and classism, which so characterize society as a whole, are played out in multiracial, multicultural classrooms. "A fine book, a rich melding of critical theory in education, feminist literature, and pedagogical experience and expertise." Maxine Green, Columbia University. (From the Publisher)

Table Of Content:
Introduction by Henry A. Giroux and Paulo Freire
Critical Educational Theory
Feminist Analyses of Gender and Schooling
Feminist Methodology
The Dialects of Gender in the Lives of Feminist Teachers
The Struggle for a Critical Literacy
Gender, Race and Class in the Feminist Classroom
Conclusion
Bibliography
Index

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Abstract: What does it mean to be authentic? Why should it matter whether or not we become more authentic? How might authenticity inform and enhance the social practice of the scholarship of university teaching and, by implication, the learning and development of students?

Authenticity in and through Teaching introduces three distinct perspectives on authenticity, the existential, the critical and the communitarian, and shows what moving towards greater authenticity involves for teachers and students when viewed from each of these angles.

In developing the notion of ‘the scholarship of teaching as an authentic practice', this book draws on several complementary ideas from social philosophy to explore the nature of this practice and the conditions under which it might qualify as 'authentic'. Other concepts guiding the analysis include ‘virtue’, 'being', ‘communicative action’, 'power', ‘critical reflection’ and ‘transformation’.

Authenticity in and through Teaching also introduces a vision of the scholarship of teaching whose ultimate aim it is to serve the important interests of students. These important interests, it is argued, are the students’ own striving and development towards greater authenticity. Both teachers and students are thus implicated in a process of transformative learning, including objective and subjective reframing, redefinition and reconstruction, through critical reflection and critical self-reflection on assumptions. It is argued that, in important ways, this transformative process is intimately bound up with becoming more authentic.

Rather than being concerned principally with rendering research evidence of ‘what works’, the scholarship of teaching emerges as a social practice that is equally concerned with the questions surrounding the value, desirability and emancipatory potential of what we do in teaching. The scholarship of teaching, therefore, also engages with the bigger questions of social justice and equality in and through higher education.

The book combines Carolin Kreber's previous research on authenticity with earlier work on the scholarship of teaching, offering a provocative, fresh and timely perspective on the scholarship of university teaching and professional learning. (From the Publisher)

Table Of Content:
List of Illustrations
Acknowledgements
Preamble: Three Case Studies Introduction

ch. 1 Surfacing the Complex Meaning of Authenticity
ch. 2 Focusing on Authenticity In and Through Teaching
ch. 3 Placing the Scholarship of Teaching within a Broader Notion of Academic Professionalism
ch. 4 Exploring the Role of Virtues and Internal Goods in the Scholarship of Teaching
ch. 5 Questioning Knowledge Claims
ch. 6 Recognising Power
ch. 7 Challenging the Notion of the Scholarship of Teaching as an Evidence-based Practice
ch. 8 Going Public
ch. 9 Concluding Comments

Reference
Index

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This volume critically explores themes of belonging, learning and community, drawing on a range of research studies conducted with adult learners in formal and informal contexts and employing interdisciplinary theory from education, feminist theory, cultural studies and human geography. Dominant but simplistic and regulatory ideas and practices of learning community in higher education and lifelong learning are critiqued. Instead, Jocey Quinn argues that learners gain most benefit from creating their own symbolic communities and networks, which help to produce imagined social capital. A rich variety of empirical data is used to explore and demonstrate how such imagined social capital works. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Learning to Belong
ch. 2 Critiquing Learning Communities
ch. 3 Conceptualizing Imagined Social Capital
ch. 4 Re-imagining Educational Spaces
ch. 5 The Joy of Knowledge

Conclusion
Bibliography
Index

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Megan Boler combines cultural history with ethical and multicultural analyses to explore how emotions have been disciplined, suppressed or ignored at all levels of education and in educational theory. Feeling Power begins by charting the philosophies and practices developed over the last century to control social conflicts arising from gender, class and race. The book traces the development of progressive pedagogies from civil rights and women's liberation movements to the author's recent studies of "emotional intelligence" and "emotional literacy". She concludes by outlining a "pedagogy of discomfort" that examines empathy, fear and anger to negotiate ethics and difference. Drawing on the formulation of emotion as knowledge within feminist, psychobiological and poststructuralist theories, Boler develops a unique theory of emotion from contemporary educational discourses. (From the Publisher)

Table Of Content:
Part I Emotions as a Site of Social Control
ch. 1 Feeling Power Theorizing Emotions and Social Control in Education
ch. 2 Disciplined EmotionsLocating Emotions in Gendered Educational Histories
ch. 3 Capitalizing on Emotional “Skills” "Emotional Intelligence" and Scientific Morality
ch. 4 Taming The Liable Student Emotional Literacy Curricula

Part II Emotions as a Site of Political Resistance ch. 5 A Feminist Politics of Emotion
ch. 6 License To Feel Teaching in the Context of War(s)ch. 7 The Risks of Empathy Interrogating Multiculturalism's Gaze
ch. 8 A Pedagogy of Discomfort Witnessing and the Politics of Anger and Fear

Bibliography
Author Index
Subject Index

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Drawing on indigenous belief systems and recent work in critical race studies and multicultural-feminist theory, Keating provides detailed step-by-step suggestions, based on her own teaching experiences, designed to anticipate students' resistance to social-justice issues and encourage them to change. She offers a holistic approach to theory and practice. (From the Publisher)

Table Of Content:
Introduction: Transformational Multiculturalism: Definitions, Alterations, Interventions

ch. 1 We are related to all that lives: Creating New Stories for Social Change
ch. 2 Forging Commonalities: Relational Patterns of Reading and Teaching
ch. 3 Giving Voice to 'Whiteness'? (De)Constructing 'Race'
ch. 4 Reading 'Whiteness,' Unreading 'Race'
ch. 5 Teaching the Other?

Conclusion: May We Dream New Worlds into Being: Transforming Status-Quo Stories

Appendix 1: Dialogue: Some of My Presuppositions
Appendix 2: Listening with Raw Openness
Appendix 3: Two Creation Stories
Appendix 4: Epistemologies of 'Whiteness'
Appendix 5: Critics on Literary and Cultural Representations of 'Whiteness'

Appendix 6: Sample Syllabi

Notes
References
Acknowledgments
Index

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This innovative volume offers the first sustained examination of the myriad ways Asian American Studies is taught at the university level. Through this lens, this volume illuminates key debates in U.S. society about pedagogy, multiculturalism, diversity, racial and ethnic identities, and communities formed on these bases. Asian American Studies shares critical concerns with other innovative fields that query representation, positionality, voice, and authority in the classroom as well as in the larger society. Acknowledging these issues, twenty-one distinguished contributors illustrate how disciplinary and interdisciplinary approaches to Asian American Studies can be utilized to make teaching and learning about diversity more effective. "Teaching Asian America" thus offers new and exciting insights about the state of ethnic studies and about the challenges of pluralism that face us as we move into the twenty-first century. (From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction (Lane Ryo Hirabayashi)
ch. 2 Queer/Asian American/Canons (David L. Eng)
ch. 3 Teaching Asian American History (Gary Y. Okihiro)
ch. 4 "Just What Do I Think I'm Doing?" Enactments of Identity and Authority in the Asian American Literature Classroom (Patricia A. Sakurai)
ch. 5 The Case for Class: Introduction to the Political Economy of Asian American Communities in the San Francisco Bay Area (Ben Kobashigawa)
ch. 6 Critical Pedagogy in Asian American Studies: Reflections on an Experiment in Teaching (Keith Osajima)
ch. 7 Unity of Theory and Practice: Integrating Feminist Pedagogy Into Asian American Studies (Diane C. Fujino)
ch. 8 Contemporary Asian American Men's Issues (Jachinson W. Chan)
ch. 9 Teaching Against the Grain: Thoughts on Asian American Studies and "Nontraditional" Students (Ji-Song Ku)
ch. 10 Reflections on Diversity and Inclusion: South Asians and Asian American Studies (Madhulika S. Khandelwal)
ch. 11 A Contending Pedagogy: Asian American Studies as Extracurricular Praxis (Laura Hyun Yi Kang)
ch. 12 Reflections on Teaching about Asian American Communities (Timothy P. Fong)
ch. 13 Psychology and the Teaching of Asian American Studies (Ramsay Liem)
ch. 14 Beyond the Missionary Position: Reflections on Teaching Student Activism from the Bottom Up (Eric C. Wat)
ch. 15 Vietnamese American Studies: Notes toward a New Paradigm (Chung Hoang Chuong)
ch. 16 Empowering the Bayanihan Spirit: Teaching Filipina/o American Studies (Emily Porcincula Lawsin)
ch. 17 Building Community Spirit: A Writing Course on the Indian American Experience (Rosane Rocher)
ch. 18 Teaching the Asian American Experience through Film (Jun Xing)
ch. 19 Teaching Asian American Studies in Community Colleges (Susie Ling)
ch. 20 The Politics of Teaching Asian American Literature Amidst Middle-Class, Caucasian Students "East of California" (Sheng-mei Ma)

App.: Resources for Innovation/Excellence in Teaching: A Select, Annotated Bibliography (Malcolm Collier and Lane Ryo Hirabayashi)
Index
About the Contributors

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Two decades after the first Women's Studies courses appeared on campuses in the US, feminist research and teaching are now thriving around the world. The editors of this book provide a rich sample of theoretical and practical reflections on classroom experience by teachers of Women's Studies over the past ten years, raising provocative questions which apply broadly to many areas of progressive teaching. The collection features new, unpublished and original work as well as a selection of the best articles to have appeared in recent years. (From the Publisher)

Table Of Content:
Introduction
Part one - Frameworks and definitions
ch. 1 The politics of nurturance
ch. 2 Taking women students seriously
ch. 3 Classroom pedagogy and the new scholarship on women
ch. 4 Women's studies - a knowledge of one's own
ch. 5 The educational process of Women's Studies in Argentina - reflections on theory and technique
Part two - Transforming the disciplines
ch. 6 Feminist pedagogy as subversive activity
ch. 7 Teaching mediation - a feminist perspective on the study of law
ch. 8 Staging the feminist classroom - a theoretical model
Part three - Teaching as other
ch. 9 Pink elephants - confessions of a black feminist in an all white, mostly male English department...
ch. 10 Is there room for me in the closet, or my life as the only lesbian professor
ch. 11 A male feminist in a women's college classroom
Part four - Experience as text
ch. 12 Breaking silences - life in the feminist classroom
ch. 13 Black-eyed blues connections - teaching black women
Part five - Theory as text
ch. 14 Suspicious pleasures - on teaching feminist theory
ch. 15 The spectacle of gender - cinema and psyche
ch. 16 Mastery, identity and the politics of work - a feminist teacher in the graduate classroom
Part six - Authority and affect
ch. 17 Authority in the feminist classroom - a contradiction in terms?
ch. 18 Anger and authority in the introductory Women's Studies classroom
Part seven - Communication across differences
ch. 19 How racial differences helped us discover our common ground
ch. 20 Toward a pedagogy of Everywoman's Studies
ch. 21 Combating the marginalization of black women in the classroom
ch. 22 Teaching the feminist minority
Pedagogy of the oppressors?
Bibliography
Index

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Four leading philosophers of education offer a sophisticated but accessible introduction to the central debates about the role of gender in educational practice, policymaking, and theory. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction
ch. 1 A Conceptual Analysis of Sexism and Sexist Education
ch. 2 Genderized Education: Tradition Reconsidered
ch. 3 Freeing the Children: The Abolition of Gender
ch. 4 Gender Freedom and the Subtleties of Sexist Education
ch. 5 The Androgynous Classroom: Liberation or Tyranny?
ch. 6 Theorizing Gender: How Much of It Do We Need?
ch. 7 The Ethics of Care and Education: A New Paradigm, Its Critics, and Its Educational Significance
ch. 8 Describing the Emperor's New Clothes: Three Myths of Educational (In-)Equity
ch. 9 The Perils and Paradoxes of the Bearded Mothers
ch. 10 Is Rapprochement Possible Between Educational Criticism and Nurturance?
ch. 11 Role Models: Help or Hindrance in the Pursuit of Autonomy?
ch. 12 An Ethics of Care Takes On Pluralism
ch. 13 The Moral Politics of Sex Education
ch. 14 Women's Physical Education: A Gender-Sensitive Perspective
ch. 15 Political Correctness: The Debate Continues
References
About the Book and Authors
Index

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Within at least the past twenty years, there has been a dramatic "narrative turn" in the humanities and social sciences which finds its source in the understanding of narrative as the primary structure of human meaning making. Researchers and practitioners in psychology, adult development, and education have given increasing attention to the power and pedagogical effectiveness of narrative. The purpose of this book is to apply these insights to our understanding of adults as learners. We know that the telling of the personal experience narrative is a powerful avenue to self-understanding, transformative learning, and personal growth. We explore these and other ways in which narrative can inform the practice of adult education, as well as how we can understand learning as a narrative process. (From the Publisher)

Table Of Content:
Acknowledgments
The Authors

ch. 1 Locating Ourselves within the World of Narrative
ch. 2 Narrative Meaning and Narrative Knowing
ch. 3 The Storied Life
ch. 4 Narrative and Adult Learning
ch. 5 Facilitating Narrative Learning in the Classroom
ch. 6 Text-based Narrative Learning
ch. 7 Narrative Possibilities in Program Development
ch. 8 Narrative and Self-understanding
ch. 9 Situating Narrative within the Field of Adult
Education
References
Index

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This text argues that the ignorance and lethargy of the poor are the direct result of the whole economic, social and political domination. By being kept in a situation in which it is practically impossible to achieve a critical awareness and response the disadvantaged are kept "submerged". The book suggests that in some countries the oppressors use the system to maintain this "culture of silence". Through the right kind of education, the book suggests, avoiding authoritarian teacher-pupil models and based on the actual experiences of students and on continual shared investigation, every human being, no matter how impoverished or illiterate, can develop a new awareness of self, and the right to be heard. (From the Publisher)

Table Of Content:
Publisher's Foreword
Foreword
Preface

ch. 1 The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process.
ch. 2 The "banking" concept of education as an instrument of oppression - its presuppositions - a critique; the problem-posing concept of education as an instrument for liberation - its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posing concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human.
ch. 3 Dialogics - the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through the investigation of "generative themes"; the various stages of the investigation.
ch. 4 Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis.

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This book is a conversation between Antonio Faundez and Paulo Freire. They discuss their work in the Portugese speaking countries of Africa (Guinea-Bissau, Mazambique, Angola) and their attempts to apply the principles of empowerment through literacy that is their trademark. (From the Publisher)

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In 'Why Are All the Black Kids Sitting Together in the Cafeteria?' And Other Conversations About Race, Dr. Tatum provides us with a new way of thinking and talking about race through the lens of racial identity. She explains that all of us have a racial identity and must strive to affirm it. For people of color, the development of a constructive racial identity requires being able to recognize and reject the bombardment of negative stereotypes and to embrace a history of resistance and empowerment rather than passive victimization. For Whites, the challenge is to engage in a process of racial identity development which leads to an awareness of White privilege and a determination to actively work against injustice - and this requires the strength to reject a system that rewards them, and to reclaim the legacy of White allies. For many, this is uncharted territory. This book provides a road map for those who want to make the journey and better understand the racial dynamics of their daily lives. Tatum extends her ideas about racial identity development beyond the usual Black-White paradigm to embrace the unique circumstances of Latinos, American Indians, Asians, as well as biracial youth. Also included is a list of resources for further reading as well as a list of books for parents and teachers to recommend to children of all ages. Using real-life examples and the latest research, Tatum presents strong evidence that straight talk about our racial identities - whatever they may be - is essential if we are serious about facilitating communication across racial and ethnic divides. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Defining Racism
ch. 2 The Complexity of Identity
ch. 3 The Early Years
ch. 4 Identity Development in Adolescence
ch. 5 Racial Identity in Adulthood
ch. 6 The Development of White Identity
ch. 7 White Identity and Affirmative Action
ch. 8 Critical Issues in Latino, American Indian, and Asian Pacific American Identity Development
ch. 9 Identity Development in Multiracial Families
ch. 10 Embracing a Cross-Racial Dialogue 193 App.: Getting Started: A Resource Guide

Notes
Bibliography
Acknowledgments
Index

Additional Info:
Henry A. Giroux is one of the most respected and well-known critical education scholars, social critics, and astute observers of popular culture in the modern world. For those who follow his considerably influential work in critical pedagogy and social criticism, this first-ever collection of his classic writings, augmented by a new essay, is a must-have volume that reveals his evolution as a scholar. In it, he takes on three major considerations central to pedagogy and schooling. (From the Publisher)

Table Of Content:
Series Editors' Foreword

ch. 1 Schooling and the Culture of Positivism: Notes on the Death of History
ch. 2 Culture and Rationality in Frankfurt School Thought: Ideological Foundations for a Theory of Social Education
ch. 3 Ideology and Agency in the Process of Schooling
ch. 4 Authority, Intellectuals, and the Politics of Practical Learning
ch. 5 Radical Pedagogy and the Politics of Student Voice
ch. 6 Border Pedagogy in the Age of Postmodernism
ch. 7 Disturbing the Peace: Writing in the Cultural Studies Classroom
ch. 8 Rethinking the Boundaries of Educational Discourse: Modernism, Postmodernism, and Feminism
ch. 9 Insurgent Multiculturalism and the Promise of Pedagogy
ch. 10 Public Intellectuals and the Culture of Reaganism in the 1990s

List of Credits
About the Book and Author
Index

Additional Info:
Click Here for Book Review
Abstract: At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students.

Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.

The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students’ varying social, psychological, physical and/or emotional needs.

This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the “whole” student in the teaching and learning process. (From the Publisher)

Table Of Content:
Foreword (Lori D. Patton)
Acknowledgements
Introduction: Critical and Inclusive Pedagogy: Why the Classroom Is All it’s Cracked Up to Be (Chayla Haynes)

Section I. How We Think About Our Work
ch. 1 Advancing a Critical and Inclusive Praxis: Pedagogical and Curriculum Innovations for Social Change in the Caribbean (Saran Stewart)
ch. 2 A Democratic Pedagogy for a Democratic Society: Education for Social and Political Change (T-128) (Eileen de los Reyes, Hal Smith, Tarajean Yazzie, Yamila Hussien, and Frank Tuitt; with contributions by José Moreno, Anthony De Jesus, Dianne Morales, and Sarah Napier)
ch. 3 Pursuing Equity Through Diversity: Perspectives and Propositions for Teaching and Learning in Higher Education (Liza Ann Bolitzer, Milagros Castillo-Montoya, and Leslie A. Williams)

Section II. How We Engage in Our Work
ch. 4 Humanizing Pedagogy for Examinations of Race and Culture in Teacher Education (Dorinda J. Carter Andrews and Bernadette Castillo)
ch. 5 Radical Honesty: Truth-Telling as Pedagogy for Working Through Shame in Academic Spaces (Bianca C. Williams)
ch. 6 Using the Barnga Card Game Simulation to Develop Cross-Cultural Thinking and Empathy (David S. Goldstein)
ch. 7 Campus Racial Climate and Experiences of Students of Color in a Midwestern College (Kako Koshino)

Section III. Measuring the Impact of Our Work
ch. 8 De-Racializing Japaneseness: A Collaborative Approach to Shifting Interpretation and Representation of “Culture” at a University in Japan (Ioannis Gaitanidis and Satoko Shao-Kobayashi)
ch. 9 Unsung Heroes: Impact of Diverse Administrators on the Creation of the Transformative, Affirming, and Equitable Learning Environments (Stella L. Smith)
ch. 10 Dehumanizing and Humanizing Pedagogies: Lessons From U.S. Latin@ and Undocumented Youth Through the P-16 Pipeline (Lisa Martinez, Maria Salazar, and Debora Ortega)
ch. 11 Critical Pedagogy and Intersectional Sexuality: Exploring Our Oppressions and Privileges Through Reflexivity, Responsibility, and Resistance (Haneen Ghabra, Sergio Juarez, Shanna Kattari, Miranda Olzman, and Bernadette Calafell)

Conclusion: Inclusive Pedagogy 2.0: Implications for Race, Equity, and Higher Education in a Global Context (Frank Tuitt The Editors and Contributors)

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Teachers as Intellectuals is a book for all practitioners and all members of the general community. Giroux demands reader involvement, transformation, and empowerment. He helps understand that the political relationship between schools and society is neither artificial nor neutral nor necessarily negative. Rather, school personnel have a positive and dynamic political role to play. (From the Publisher)

Table Of Content:
Foreword
Introduction
Rethinking the Language of Schooling
Rethinking in Language of Schooling
Toward a New Sociology of Curriculum
Social Education in the Classroom: The Dynamics of the Hidden Curriculum
Overcoming Behavioral and Humanistic Objectives
Literacy, Writing, and the Politics of Voice
Writing and Critical Thinking in the Social Studies
Mass Culture and the Rise of the New Illiteracy: Implications for Reading
Critical Pedagogy, Cultural Politics, and the Discourse of Experience
Culture, Power, and Transformation in the Work of Paulo Freire: Toward a Politics of Education
Teaching, Intellectual Work, and Education as Cultural Politics
Teachers as Transformative Intellectuals
Curriculum Study and Cultural Studies
The Need for Cultural Studies
Teacher Education and the Politics of Democratic Reform
Toward a Language of Critique and Possibility
Crisis and Possibilities in Education
Reproducing Reproduction: The Politics of Tracking
Antonio Gramsci
Solidarity, Ethics, and Possibility in Critical Education
Index

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Table Of Content:
Acknowledgments
Introduction Modernism, Postmodernism, and Feminism: Rethinking the Boundaries of Educational Discourse (Henry A. Giroux)

ch. 1 Reading Images Critically: Toward a Postmodern Pedagogy (Douglas Kellner)
ch. 2 An Ethic of Solidarity and Difference (Sharon Welch)
ch. 3 Presence of Mind in the Absence of Body (Linda Brodkey and Michelle Fine)
ch. 4 Raging Hormones and Powerful Cars: The Construction of Men's Sexuality in School Sex Education and Popular Adolescent Films (Mariamne H. Whatley)
ch. 5 Schooling the Postmodern Body: Critical Pedagogy and the Politics of Enfleshment (Peter L. McLaren)
ch. 6 Women Dancing Back: Disruption and the Politics of Pleasure (Leslie Gotfrit)
ch. 7 The Making of the Boy: Meditations on What Grammar School Did With, To, and For My Body (Philip R. D. Corrigan)
ch. 8 Postmodernism as Border Pedagogy: Redefining the Boundaries of Race and Ethnicity (Henry A. Giroux)

Notes and References
Index

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Abstract: Neoliberalism’s War on Higher Education reveals how neoliberal policies, practices, and modes of material and symbolic violence have radically reshaped the mission and practice of higher education, short-changing a generation of young people.

Giroux exposes the corporate forces at play and charts a clear-minded and inspired course of action out of the shadows of market-driven education policy. Championing the youth around the globe who have dared to resist the bartering of their future, he calls upon public intellectuals—as well as all people concer ned about the future of democracy—to speak out and defend the university as a site of critical learning and democratic promise. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Dystopian Education in a Neoliberal Society
ch. 2 At the Limits of Neoliberal Higher Education: Global Youth Resistance and the American/British Divide
ch. 3 Intellectual Violence in the Age of Gated Intellectuals: Critical Pedagogy and a Return to the Political, (Brad Evans and Henry A. Giroux)
ch. 4 Universities Gone Wild: Big Sports, Big Money, and the Return of the Repressed in Higher Education, (Henry A. Giroux and Susan Searis Giroux)
ch. 5 On the Urgency for Public Intellectuals in the Academy
ch. 6 Days of Rage: The Quebec Student Protest Movement and the New Social Awakening
ch. 7 Democracy Unsettled: From Critical Pedagogy to the War on Youth, A Interview with Henry A. Giroux by Michael A. Peters

Notes
Index

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Praise for Radicalizing Learning

This is a book that is so interesting that I had trouble putting it down. It is well written; there is new material; it articulates familiar concepts in such novel ways that your thought patterns get hijacked reading it. Adult learning and its processes are examined from a socialist perspective with a focus on social justice.

Stephen Brookfield and John Holst have written a monumental text in the field of adult education. It is a bold, ambitious book, beautifully written and uncompromising in its social justice agenda. It is sure to become a classic in the field.

This book offers new readings of the theory, politics, policy, and practice of radical adult education and learning where people's lives are understood as complex and interrelated matters. Brookfield and Holst's poetics and deeply human prose sound rebellious; the authors confront some of the main radical trends in the field of adult education including critical theory, transformative learning, and popular education. (From the Publisher)

Table Of Content:
Preface
About the Authors

ch. 1 Conceptualizing Adult Learning and Education
ch. 2 Understanding Adult Learning
ch. 3 Understanding Adult Development
ch. 4 Learning in the Context of Training
ch. 5 Planning Educational Programs: Principles, Goals, and Evaluation
ch. 6 Teaching Adults
ch. 7 Globalization and Adult Learning
ch. 8 Aesthetic Dimensions of Learning
ch. 9 Researching Learning
ch. 10 Adult Learning in a Diverse World

Epilogue
References
Name Index
Subject Index

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For many, the academy has historically represented privilege and intellectual exclusion; for others it has represented an increasingly contested site, as marginalized populations have challenged the myth of the ivory tower being a haven of meritocracy and equal opportunities. Still others persist in viewing universities as a level playing field, a place where people are judged primarily by their ideas and intellectual contributions.

Ironically, alongside these charged conversations of exclusivity, privilege, and opportunity has occurred the seduction of the ivory tower by market interests, sacrificing standards in the interests of ill-defined efficiency. Much has been written on the increasingly market-driven culture of higher education; many have called this commodification and instrumentalization the most dangerous ideology of the current historical moment.

Yet, within this landscape, there have been scholars willing to make space to critically interrogate higher education in relation to multiple systems of oppression. They are working to introduce new perspectives, nurturing counter-hegemonic knowledges. Many have struggled to cocreate and sustain democratic spheres that decenter dominant interests, with the aim of a more equitable society. They have been part of a larger movement of academic warriors, academics with consciences who live out their commitments by subscribing to the notion that scholarship and activism are inextricably intertwined. This volume embodies their narratives and issues an open invitation.


This is 139th volume of this Jossey-Bass quarterly report series. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. (From the Publisher)

Table Of Content:
Editor’s Notes (Dianne Ramdeholl)

ch. 1 Knowledge, Power, Hope: Activism, Research, and Social Justice (Tannis Atkinson)
This chapter describes one Canadian adult literacy frontline worker’s experiences in the field, unpacking the ways in which literacy is inextricably linked to issues of power and the policies that continue to oppress.

ch. 2 Decentering and Recentering the Ivory Tower: The Insights and Musings of an Interloper (Juanita Johnson-Bailey)

This chapter describes one woman of color’s tenuous position as an outsider despite being a tenured professor, and the ways in which she has devoted her career to building coalitions that transcend race.

ch. 3 Decentering the Ivory Tower: A University of the Poor (Shivaani A. Selvaraj)
One activist on homelessness discusses her movement-building work in the margins and her uneasy journey toward and within academia.

ch. 4 The Illusive Ground Between Town and Gown (Tom Heaney)
Describing two different partnerships between community groups
and higher institutions, the author explores conditions for equitable and fruitful partnerships.

ch. 5 The Turtle’s Shell: Protecting the Life Underneath (John Garvey, John Gordon, Peter Kleinbard, and Paul Wasserman)
The authors document their roles in the past 30 years of adult literacy work and advocacy work in New York City, aiming to preserve the history so others can walk into the story and change it.

ch. 6 Two Worlds in One Backpack (Mechthild Hart)
The author describes her personal learning journey in order to discuss how she combines the identities of academic and political activist and moves between the two worlds.

ch. 7 Labor Studies: Redefi ning a College Education (Sharon Szymanski, and Richard Wells)
Describing experiences in a labor center situated within a university, the authors describe the program’s philosophy and pedagogy, considering what dilemmas arise as educators attempt to link politics, experiences, and academic knowledges.

ch. 8 Creating a Community of Women Educated in Literacy (Mev Miller)
The author discusses the growth of a 4-year participatory research project that draws on the knowledges of adult literacy learners, educators, and supporters in ways that support women’s literacy learning, honoring ways of knowing that the academy routinely sidelines.

ch. 9. What Time Is It on the Clock of the Universe? (Dianne Ramdeholl)
In reflecting on the various experiences of authors in this volume, this final chapter unpacks the notion of decentering and implications for academia and the larger society.

Index

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This book provides an intimate view of how feminist teachers are revolutionizing higher education. Drawing on in-depth interviews and on-site observations, and using the actual words of students and teachers, the authors take the reader into the classrooms of seventeen feminist college professors at six colleges and universities - Lewis and Clark College, Wheaton College, the University of Arizona, Towson State University, Spelman College, and San Francisco State University. As these teachers integrate feminist and multicultural content into the curriculum, they demonstrate that pedagogy concerns not only "teaching techniques" but the whole process of the construction of knowledge in classrooms. Learning derives from relationships and interactions among teachers, students, and subject materials, not from any single perspective. In showing how the integration of feminist and multicultural content revitalizes the classroom, the book portrays innovative teaching in action. Feminist and cultural studies scholars have demonstrated that American higher education has traditionally represented the world in terms of the perspectives and achievements of a dominant minority. To educate students for a complex multicultural World, the voices of those who have been excluded need to emerge. There is widespread concern today about the quality of teaching in our colleges, particularly the predominance of lecturing and passive modes of learning. This important book presents a vision of teaching that counteracts the silence and alienation these practices engender. (From the Publisher)

Table Of Content:
Preface
ch. 1 Breaking Through Illusion
ch. 2 Creating a Kaleidoscope: Portraits of Six Institutions
ch. 3 Mastery
ch. 4 Voice
ch. 5 Authority
ch. 6 Positionality
ch. 7 Toward Positional Pedagogies
ch. 8 Looking Back, Looking Forward
Notes
Bibliography
Index

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Abstract: Rethinking Knowledge within Higher Education argues for a higher education that is neither a romantic idyll of learning for its own sake nor an instrumental institution designed to train a willing workforce for the prevailing economic system. Instead, using analysis informed by critical theorist Theodor Adorno, this book argues that higher education should have social and economic roles at its heart, and that these should encompass the needs of all society. The key to achieving this purpose without privilege lies in the ways in which knowledge is understood and engaged with in higher education. Higher education has a special role in society as a place in which complex, contested and dynamic knowledge is engaged with, challenged and created. The realization of this purpose challenges traditional dichotomies between economic and social purposes, liberal and vocational education, and theory and practice. Jan McArthur shows that by interpreting and adapting some of Adorno's most complex ideas, the nature of knowledge and the pursuit of social justice within higher education is feasible and aspirational. (From the Publisher)

Table Of Content:
Introduction: Adorno and Higher Education

ch. 1 Knowledge and Social Justice in Higher Education
ch. 2 Approaches to Critical Theory and Critical Pedagogy
ch. 3 The Importance of Knowledge Being Not Easily Known
ch. 4 Beyond Standardized Engagement with Knowledge
ch. 5 The Social Implications of Engaging with Knowledge in Higher Education
ch. 6 Challenging the Theory–Practice Dichotomy
ch. 7 Towards a Higher Education Transcending Both the Elite and the Mainstream

References
Index

Additional Info:
Edited volume in PDF from American Sociological Association from a variety of contributors. Includes reflective essays; illustrative essays; exercises, assignments, and projects; and syllabi.

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2014 article in The Guardian. Argues against E.D. Hirsch’s notion of “cultural literacy” in favor of the critical pedagogy espoused by Freire, Giroux, and others.

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This article is adapted from Critical Thinking Basic Theory and Instructional Structures by Richard W. Paul and Linda Elder. Highlights five key points to consider when incorporating critical thinking concepts in course planning. Part of a longer segment on higher education instruction.

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PDF provides key elements regarding critical literacy. Provides definitions; reasons to teach critical literacy; and ways to teach critical literacy. Includes bibliography of suggested resources.

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Blog post from Daily Struggles. Provides highlights of Paulo Freire’s work Pedagogy of the Oppressed. Discusses four levels of consciousness; the critique of educational banking; dialogics and conscientization; dialogics and antidialogics; the role of revolution; and utopia.

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2011 article from the International Journal of Critical Pedagogy. Presents results of qualitative research study of 17 self-identified critical pedagogues who attempt to employ critical pedagogy in the post-secondary classroom.

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This Forum explores what the Association of Theological Schools (ATS) has been learning about formation in online contexts through the Educational Models and Practices project. Deborah Gin's opening essay briefly enumerates operating assumptions, several widespread misconceptions, and emerging recommended practices. G. Brooke Lester proposes a definition of formation as transformation towards community, which is grounded in constructivist learning theory. He then reflects on the possibilities for this kind of community through online learning environments. Barbara Blodgett's contribution draws on “transactional distance theory” to analyze how a variety of pedagogical techniques (both online and face to face) can work to either exacerbate or minimize the distance between learners, which is an important contributor to formation and community. The Forum originated as panel presentations at the November 2017 Society of Biblical Literature and American Academy of Religion conferences.

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Offers a critical analysis of hooks' engaged pedagogy and its promise for the teaching/learning process, and assesses the relevance of strategies entailed in her engaged pedagogy to a Third World context. Part I presents her social theory as expressed in her critique of capitalism, patriarchy, and White supremacy in American society. Part II presents her education theory, and Part III discusses issues arising from application of engaged pedagogy to the educational system of Kenya. (From the Publisher)

Table Of Content:
Series Foreword
Acknowledgments
Prologue

Pt. I bell hooks' Social Theory
ch. 1 Racism
ch. 2 Sexism
ch. 3 Classism
ch. 4 Reflections on hooks' Social Theory

Pt. II bell hooks' Educational Theory
ch. 5 Related Theories
ch. 6 Major Components of Engaged Pedagogy
ch. 7 Teachers' Role in a Transformative Education
ch. 8 Limits of Engaged Pedagogy
ch. 9 Reflections on hooks' Educational Theory

Pt. III Relevance of bell hooks' Educational Theory to a Third-World Context
ch. 10 Relevance of hooks' Social Critique
ch. 11 Racism, Sexism, and Classism
ch. 12 Relevance of hooks' Engaged Pedagogy
ch. 13 Reflections on hooks' Relevance to a Third-World Context

Epilogue
References
Index

Additional Info:
Click Here for Book Review
This book would be especially helpful for educators and administrators hoping to equip their students with theoretical tools and practical exercises aimed at “bringing to light dynamics of power which privilege conformity” and “revealing the normally occluded dynamics of dominant discourse”(6). It is also a resource for those who see themselves occupying hybrid spaces; those who acknowledge a multiplicity of knowledges and competing and intersecting realities and experiences, who interrogate and trespass boundaries, and, overall, who strive to “see” the water in which they swim. - Katherine Daley-Bailey, University of Georgia

Reflexivity and Critical Pedagogy highlights the essential nature of reflexivity in creating sites for transformative possibilities in education. The book argues that seemingly intractable epistemological inequalities are embedded within educational structures and processes and also contends that perspectives which define knowledge as a unitary truth are essentially inadequate to address current global problems. Further, it argues that people and ideas traditionally positioned outside the academy are vital to developing more effective educational interventions.

This volume stresses the influence of dominant societal discourses in creating and sustaining particular and limited definitions of knowledge. It also explores their power in delineating acceptable processes of knowledge dissemination. These discourses, whether consciously or otherwise, indwell teachers, learners and policy-makers as well as educational structures and organisations. It proposes reflexivity as the key component needed to combat such forces and one that is an essential ingredient in critical pedagogy. (From the Publisher)

Table Of Content:
Ch 1. Reflexivity and Critical Pedagogy (Anne Ryan and Tony Walsh)
Ch 2. Discourse: Some Considerations for the Reflexive Practitioner (Anne B. Ryan)
Ch 3. Reflexivity and the Emotional Dimension of Adult Learning (David McCormack)
Ch 4. Seeing the Wood and the Trees: Expanding the Reflexive Gaze (Tony Walsh)
Ch 5. Reflexive Practice and Transformative Learning (Anne Ryan and Conor Murphy)
Ch 6. Reflexivity and the Pedagogy of Surprise (Peter Hussey )
Ch 7. Reflexive Learning for Active Citizenship (Michael Murray)
Ch 8. Negative Capability and Epiphany Moments in Reflexive Practice (David McCormack)
Ch 9. Stories, Reflexivity and the Search for Meaning (Mary B. Ryan)

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We live in a time of unprecedented planetary ecocrisis, one that poses the serious and ongoing threat of mass extinction. What role can critical pedagogy play in the face of such burgeoning catastrophe? Drawing upon a range of theoretical influences - including Paulo Freire, Ivan Illich, Herbert Marcuse, traditional ecological knowledge, and the cognitive praxis produced by today's grassroots activists in the alter-globalization, animal and earth liberation, and other radical social movements - this book offers the foundations of a philosophy of ecopedagogy for the global north. In so doing, it poses challenges to today's dominant ecoliteracy paradigms and programs, such as education for sustainable development, while theorizing the needed reconstruction of critical pedagogy itself in light of our presently disastrous ecological conditions. Students and teachers of critical pedagogy at all levels, as well as those involved in environmental studies and various forms of sustainability education, will find this book a powerful provocation to adjust their thinking and practice to better align with those who seek to abolish forms of culture predicated upon planetary extermination and the domination of nature. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
Ecopedagogy: An Introduction

ch. 1 Cosmological Transformation as Ecopedagogy: A Critique of Paideia and Humanitas
ch. 2 Technological Transformation as Ecopedagogy: Reconstructing Technoliteracy
ch. 3 The Technopolitics of Paulo Freire and Ivan Illich: For a Collaborative Ecopedagogy
ch. 4 Organizational Transformation as Ecopedagogy: Traditional Ecological Knowledge as Real and New Science
ch. 5 A Marcusian Ecopedagogy

Epilogue A Concluding Parable: Judi Bari as Ecopedagogue
Afterword
Mediating Critical Pedagogy and Critical Theory: Richard Kahn’s Ecopedagogy
Bibliography
Index

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With Pedagogy of Hope, Freire explores his best-known analytical themes - with even deeper understanding and a greater wisdom. Certainly, all of these themes have to be analyzed as elements of a body of critical, liberationist pedagogy. In the present book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged subjectivity which, in all of Freire's books, are always wedded to a unique creative innovativeness. (From the Publisher)

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This book provides comprehensive analyses of issues related to the struggle against the forces of imperial-induced privatization, not just in education, but in all of social life. It situates Critical Pedagogy in the twenty-first century and offers not only critiques but also practical applications, suggestions, and strategies on how attacks can be collectively resisted, challenged, and eradicated especially by those teaching in schools and universities. (From the Publisher)

Table Of Content:
Foreword
Introduction

Part I: Uncertain Times: Exploring the Costs of Neo-Liberalism
ch. 1 The Attack on Higher Education and the Necessity of Critical Pedagogy (Henry Giroux)
ch. 2 The New Face of Educational Privatization: Capitalizing on Disaster (Ken Saltman)
ch. 3 Critical Pedagogy, Latina/o Education, and Class Struggle in the Age of Empire (Peter McLaren and Nathalia Jaramillo)
ch. 4 Unmasking Pre-packaged Democracy (Donaldo Macedo)
ch. 5 A Critical Pedagogy of Hope in Times of Despair (Ramin Farahmandpur)

Part II: Critical Pedagogy: A Source of Hope and Possibility
ch. 6 What is Critical Pedagogy Good For? An Interview with Ira Shor (Sheila Macrine)
ch. 7 Teaching as Possibility: A Light in Dark Times (Maxine Greene)
ch. 8 Imagining Justice in a Culture of Terror: Pedagogy, Politics, and Dissent (Antonia Darder)
ch. 9 Amílcar: Pedagogue of the Revolution (-Paulo Freire, translated by Sheila Macrine, Fernando Naiditch, and Joao Paraskeva)
ch. 10 Toward a Critical Pedagogy of the Global (Noah De Lissovoy)

Afterword

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A Critical Pedagogy of Embodied Education outlines the pedagogy of activism and the process of learning to become an activist. Based on empirical research conducted in Australia, it explores the embodied learning of activists as they learn to be and become activists. This book, unlike any current publication on social purpose education, explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years - often a lifetime - and the learning of circumstantial activists, those protestors who come to activism due to a series of life events. The book uncovers through multiple case studies the embodied pedagogy of activists who gain knowledge through the practical experience of being in the world of activism. Their learning is often driven by emotional agency and is social, informal, and critically cognitive. Using critical pedagogy as a lens, the book not only expands our understanding of the epistemology of activism, but provides insight into adult education as an embodied practice. (From the Publisher)

Table Of Content:
Series Editors' Preface
Preface
Acknowledgments
List of Acronyms

ch. 1 A Critical Pedagogy of Activism
ch. 2 Case Study Research
ch. 3 The Politics of Adult Education
ch. 4 The Lifelong Activists
ch. 5 The Circumstantial Activists
ch. 6 Embodied Learning
ch. 7 Informal and Social Learning
ch. 8 A Critical Pedagogy of Embodied Education

Notes
Bibliography
Index

Additional Info:
This book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century while showcasing the scholarship of this new generation of critical scholar-educators. Needless to say, the writers herein represent just a small subset of a much larger movement for critical transformation and a more humane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and less violent world. This volume highlights the finding that rigorous critical pedagogical approaches to education, while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit of student learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial, neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twenty-first century, from this point of view, includes contributing to the manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. These rigorous, democratic, critical standards for measuring the value of our scholarship, including this volume of essays, should be the same that we use to critique and transform the larger society in which we live and work. (From the Publisher)

Table Of Content:
Preface: Neoliberalism Trumping The Politics of Hope: A Critical Intervention to Challenging the Corporate Takeover of Schools and Society
Introduction: From Toussaint L'Ouverture to Paulo Freire: Complexity and Critical Pedagogy in the Twenty-First Century: A New Generation of Scholars

Part I: Social Theory and Critical Pedagogy
ch. 1 When Theory Walks With Praxis: Critical Pedagogy and the Life of Transnational and Postcolonial Subjects of Color (Pierre Orelus)
ch. 2 A Placed-Based Critical Pedagogy in Turbulent Times: Restoring Hope for Alternative Futures (Martin and Kitty Te Riele)
ch. 3 Radical Hermeneutics, Adolescence, and Twenty-First Century Critical Pedagogy (Kip Kline)
ch. 4 Disrupting Heteronormativity Through Critical Pedagogy and Queer Theory (Heather Hickman)
ch. 5 Power Through Resistance: Why Critical Theory Can Prevent Educators From Going Back to the Future (Julie Gorlewski.)
ch. 6 For a Multiple-Armed Love: Ecopedagogy for a Posthuman Age (Richard Kahn)

Part II: Psychology and Critical Pedagogy
ch. 7 Individual, Collective Human Needs: (Re)theorizing Maslow Using Critical, Sociocultural, Feminist, and Indigenous Lenses

Part III: Educational Reform and Critical Pedagogy
ch. 8 The Magnificent Elephant That Was Promised Showed Up Lame: The Ten-Year Development Plan of Basic Education and Education for All (EFA) in Burkina Faso (Touorouzou Herve Some)
ch. 9 The Quest for a Critical Pedagogy of Democracy (Paul Carr)

Part IV: Knowledge Production/Research Methodology and Critical Pedagogy
ch. 10 Developing Curricular Standpoint: "Strong Objectivity" and the Politics of School Knowledge (Wayne Au.)
ch. 11 Writing We: Collaborative Text in Educational Research (Christina Ann Siry and Carolyne Ali-Khan)
ch. 12 Off-loading Self/Other/World Responsibilities: Confronting Questionable Ethics in Youth Engagement in Critical Pedagogy (Darren Lund and Jim Paul(
ch. 13 Power Personified: Graduate Students Negotiating Hollywood Education (Catherine Lalonde)

Part V: Teacher Education and Critical Pedagogy
ch. 14 Struggles to Eliminate the Tenacious Four Letter "F" Word in Education (Vivian García López.)
ch. 15 Through the Eyes of Two Teacher Educators: Building Alternatives to the Gaze and Surveillance Mechanisms in Teacher Education (Abraham P. DeLeon and Emily Daniels)
ch. 16 Toward Mainstreaming Critical Peace Education in U.S. Teacher Education (Edward J. Brantmeier)
ch. 17 Nice Girls Become Teachers: Experiences of Female First-Generation College Students Majoring in Elementary Education (Carrie Freie and Kirstin R. Bratt)

Part VI: Classroom Teaching and Critical Pedagogy
ch. 18 Visions of Hope and Despair: Investigating the Potential of Critical Science Education (Andrew Gilbert)
ch. 19 Enacting a Transformative Education (Kurt Love)
ch. 20 To Upend the Boat of Teacher Mediocrity: The Challenges and Possibilities of Critical Race Pedagogy in Diverse Urban Classrooms (Daniel D. Liou and René González)

Part VII: Technology and Critical Pedagogy
ch. 21. Scaling the Classroom Walls: Lessons Learned Outside of Schools About Social Media Activism and Education (Tricia M. Kress and Donna DeGennaro)
ch. 22 Learners and Oppressed Peoples of the World, Wikify!: Wikiversity as a Global Critical Pedagogy (Juha Suoranta)
ch. 23 Emancipatory Technologies: A Dialogue Between Hackers and Freire (Joseph Carroll-Miranda)

About the Authors

Additional Info:
Order and Partialities explores the complex and problematic relations among postcolonial literatures and theories, the people who teach them at the university level, and the institutions in which they are taught. Each essay traces a path through these relations; yet each also comments on the fundamental paradox and contradiction within which these relations operate: that they must engage with the powerful, labyrinthine apparatus of Western cultural hegemony--a set of systematic, interpretative procedures corresponding to, and in service of, a regime of ideological expectations and its institutional representatives--in order to disengage themselves from its operations. There is no way to teach these relations without entering, oneself, into the entanglements of postcolonial power. (From the Publisher)

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Click Here for Book Review
This book explores Marx's theory of the phenomenal forms in relation to critical pedagogy and educational action research, arguing that phenomenal forms pose a pedagogical obstacle to any endeavour that seeks to expand an individual's awareness of the larger social whole. (From the Publisher)

Table Of Content:
Introduction: The Pedagogical Obstacle of the Phenomenal Forms

Part I - Marx, Freud, and Pedagogy
ch. 1 Beyond The Ignorant Schoolmaster: On Education, Marxism, and Psychoanalysis

Part II - Epistemology, Critical Pedagogy, and Liberal Principles
ch. 2 The Pedagogical Problem: Vygotsky’s Encounter with Marx’s Phenomenal Forms
ch. 3 The Pedagogical Solution: Freire’s Critical Pedagogy and Social Democracy

Part III - Theory and Practice of Educational Action Research
ch. 4 The Critical Potential of John Elliott’s Liberal Pedagogy
ch. 5 A Practical Case of Participatory Meta-Action Research

References
Index

Additional Info:

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* An inspirational and holistic approach to teaching by a renowned Latina scholar
* Defines seven steps to unlocking the potential of teachers and their students
* Deeply informed by the author's educational journey as a minority woman from a background of rural poverty

Laura Rendon is a scholar of national stature, known for her research on students of color and first-generation college students, and on the factors that promote and impede student success.
The motivation for the quest that Laura Rendon shares in this book was the realization that she, along with many educators, had lost sight of the deeper, relationship-centered essence of education, and lost touch with the fine balance between educating for academics and educating for life.
Her purpose is to reconnect readers with the original impulse that led them to become educators; and to help them rediscover, with her, their passion for teaching and learning in the service of others and for the well being of our society.
She offers a transformative vision of education that emphasizes the harmonic, complementary relationship between the sentir of intuition and the inner life, and the pensar of intellectualism and the pursuit of scholarship; between teaching and learning; formal knowledge and wisdom; and between Western and non-Western ways of knowing. In the process she develops a pedagogy that encompasses wholeness, multiculturalism, and contemplative practice, that helps students transcend limiting views about themselves; fosters high expectations, and helps students to become social change agents.
She invites the reader to share her journey in developingsentipensante pedagogy, and to challenge seven entrenched agreements about education that act against wholeness and the appreciation of truth in all forms. She offers examples of her own teaching and of the classroom practices of faculty she encountered along the way; as well as guidance on the challenges, rewards and responsibilities that anyone embarking on creating a new vision of teaching and learning should attend to.
Though based on the author's life work in higher education, her insights and approach apply equally to all teaching and learning contexts. (From the Publisher)

Table Of Content:
Foreword
Introduction: A Need for a New Dream of Education
ch. 1 Prelude to a New Pedagogical Dreamfield
ch. 2 Learning From Another's Story
ch. 3 Refashioning the Dream: The Experience of Creating an Integrative, Consonant Pedagogy
ch. 4 Refashioning the Dream: The Experience of Employing an Integrative, Consonant Pedagogy Rooted in Social Justice
ch. 5 The Courage to Chart a Different Path
ch. 6 Sentipensante (Sensing/Thinking) Pedagogy
ch. 7 Sustaining the Soul That Embraces a Different Truth
Appendix: The Story of My Inquiry
References
Index

Additional Info:
Issues tied to race and culture continue to be a part of the landscape of America’s schools and classrooms. Given the rapid demographic transformation in the nation’s states, cities, counties, and schools, it is essential that all school personnel acquire the necessary knowledge, skills, and dispositions to talk, teach, and think across racial and cultural differences. The second edition of Howard’s bestseller has been updated to take a deeper look at how schools must be prepared to respond to disparate outcomes among students of color. Tyrone Howard draws on theoretical constructs tied to race and racism, culture, and opportunity gaps to address pressing issues stemming from the chronic inequalities that remain prevalent in many schools across the country. This time-honored text will help educators at all levels respond with greater conviction and clarity on how to create more equitable, inclusive, and democratic schools as sites for teaching and learning. (From the Publisher)

Table Of Content:
Series Foreword James A. Banks
Foreword Geneva Gay
Acknowledgments
Introduction
Socioeconomic Status and School Performance
Outline of the Book
Moving Away from the Black–White Dichotomy
1. Educational outcome disparities: Contextualizing the Problem
Documenting the educational outcome disparities
Documenting the Discrepancies
Retention, Suspensions, and Expulsions
School Drop-Out and Graduation Rates
Access to Gifted and AP Courses
SAT Scores
Explaining the Gaps
Future Considerations
2. Changing Demographics
A Changing Nation
Demographic Shifts by Geographic Region and Age
U.S. Schools and Changing Demographics
Are Teachers Being Prepared to Teach in Diverse Settings?
Multicultural Education for School Reform
The Role of Social Class
3. Culture
Culture, Race, and Ethnicity
The Complexity of Culture
Sociocultural Theory
Cultural Modeling
Cultural Repertoires of Practice
Normalizing Culture in Everyday Practice
4. Culturally Responsive Pedagogy
Seeking Clarity in Culture and Pedagogy
Empirical and Conceptual Work on Culturally Responsive Pedagogy
The Importance of Pedagogy
Programs with Culturally Responsive Teaching
5. The Role of Race in Learning
Interrogating Race
Race and Education in the United States
Critical Race Theory: A Framework for Examining Race and Achievement
Empirical Works Examining Race
Granting Voice to Those Who Rarely Are Heard
Internalized Racism: Educators of Color and Acts of Exclusion
Racial Frames of Reference
6.  Developing Cultural Competence and Racial Awareness in Classroom Teachers
Cultural Competence
Critical Self-Reflection on Race and Culture
Race, Culture, and the Adaptive Unconsciousness
Racial Awareness
A Case Study of Critical Reflecting: Teaching Teachers to Reflect on Race
Final Considerations
7. Examples of School Success for Culturally Diverse Students Stories of School Success
Visionary Leadership
Effective Instructional Practices
Intensive Academic Intervention
Explicit Acknowledgment of Race
Parental and Community Engagement
Final Thoughts
References
Index
About the Author

Additional Info:
Critical Pedagogy and Predatory Culture is a major contribution to the radical literature on culture, identity and the politics of schooling, especially as it addresses the challenge and the promise of school and social reform through what the author calls a "critical multiculturalism." The author's approach to what he calls "predatory culture" and his exploration of recent debates over the role of public institutions and the state within such culture offers the discerning reader a unique combination of neo-marxist and post-structuralist theory--referred to by the author as "resistance of postmodernist critique." (From the Publisher)

Table Of Content:
Preface
Acknowledgements
Introduction: education as a political issue

Pt. I Pedagogy, culture, and the body
ch. 1 Radical pedagogy as cultural politics: beyond the discourse of critique and anti-utopianism
ch. 2 Schooling the postmodern body: critical pedagogy and the politics of enfleshment

Pt. II Critical agency, border narratives and resistance multiculturalism
ch. 3 Border disputes: multicultural narrative, Rasquachismo, and critical pedagogy in postmodern America
ch. 4 White terror and oppositional agency: towards a critical multiculturalism
ch. 5 Pedagogies of dissent and transformation: a dialogue with Kris Gutierrez

Pt. III Postcolonial pedagogies and the politics of difference
ch. 6 Postmodernism, postcolonialism, and pedagogy
ch. 7 Multiculturalism and the postmodern critique: towards a pedagogy of resistance and transformation
ch. 8 Critical pedagogy and the pragmatics of justice

Notes
References
Index

Additional Info:

Additional Info:
Famous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed. Famous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed. (From the Publisher)

Table Of Content:
Introduction (Denis Goulet)
Preface

Part One Education as the Practice of Freedom
ch. 1 Society in Transition
ch. 2 Closed Society and Democratic Inexperience
ch. 3 Education versus Massification
ch. 4 Education and Conscientização
ch. 5 Postscript
ch. 6 Appendix

Part Two Extension or Communication
ch. 7 Extension
ch. 8 Extension or Communication (Jacques Chonchol)

Index

Additional Info:
Click Here for Book Review
Abstract: Paulo Freire's critical pedagogy has had a profound influence on contemporary progressive educators around the globe as they endeavor to rethink education for liberation and the creation of more humane global society. For Freire, maintaining a sense of historicity, that is, the origins from which our thinking and practice emerges, is essential to understanding and practicing education as a means for liberation. Too often, however, critical pedagogy is presented as a monolithic philosophy, and the historical and intellectual roots of critical pedagogy are submerged. Through a compilation of essays written by leading and emerging scholars of critical pedagogy, this text brings history into the present and keeps Paulo's intellectual roots alive in all of us as we develop our praxis today. (From the Publisher)

Table Of Content:
Acknowledgements
Prologue: The Fruit of Freire’s Roots
Introduction: Pedagogy is Not a Teaching Method

ch. 1 Contradiction, Consciousness and Generative Words: Hegel’s Roots in Freire’s Work (Andy Blunden)
ch. 2 Freire and Marx in Dialogue (Tricia Kress and Robert Lake)
ch. 3 The Gramscian Influence (Peter Mayo)
ch. 4 Rethinking Freire’s “Oppressed”: A “Southern” Route to Habermas’s Communicative Turn and Theory of Deliberative Democracy Raymond Morrow)
ch. 5 Freire, Buber, and Care Ethics on Dialogue in Teaching (Nel Noddings)
ch. 6 Converging Self/ Other Awareness: Erich Fromm and Paulo Freire on Transcending the Fear of Freedom ((Robert Lake and VIvki Dagastino)
ch. 7 Liberation Theology and Paulo Freire: On the Side of the Poor (William Reynolds)
ch. 8 Living within the Tensions: Freire's Praxis in a High Stakes World Milissa Winchell and Tricia Kress)
ch. 9 Paul Freire's Concepts of Conscientização (Ana Cruz)
ch. 10 Red-ing the Word, Red-ing the World (Sandy Grande)
ch. 11 Epilogue : Freire’s Roots in His Own Words (Paulo Freire)

Afterword
Bibliography
Notes on Contributors
Index

Additional Info:
Abstract
In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a ‘pedagogy of laughter’.The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire’s critical pedagogy through a series of questions: Are all forms of laughter equally emancipatory? Certainly a revolutionary pedagogue can laugh, but should he or she, and what are the political (if not revolutionary) implications of this laughter? In order to shed new light on Freire’s fleeting yet provocative comments, I turn to Jacques Rancière for his emphasis on the aesthetics of politics, and PauloVirno who connects joke telling with critical theory. Overall, I argue that we need to take Freire’s gesture toward a pedagogy of laughter seriously in order to understand the aesthetics of critical pedagogy and the fundamental need for a redistribution of the sensible that underlies educational relations between masters and pupils.