This book aims to bring wider exposure to critical education theories and practices through a hopeful, yet tempered reflexive 'on-the-ground' account of critical pedagogy, informed by concepts such as banking pedagogy, alienation, generative themes, dialogue and transformative resistance.
This book aims to bring wider exposure to critical education theories and practices through a hopeful, yet tempered reflexive 'on-the-ground' account of critical pedagogy, informed by concepts such as banking pedagogy, alienation, generative themes, dialogue and transformative resistance.
Carlos Soto is a Lecturer in the Faculty of Education at the University of Hong Kong. Previously, he spent a decade working in the public and non-profit education sectors in the United States.
Inhaltsangabe
List of Figures and Tables Foreword Preface Acknowledgements List of Abbreviations Prologue 1. The Students, the System, and the Teacher 2. Critical Pedagogy: Rebirth in Theory and in Practice 3. Critical Ethnography and Dilemmas of a Teacher-Researcher 4. Alienation, Pain, and Possibility at NTS School 5. Curriculum at ISS: Setting the Stage for Resistance 6. The Complexities of Dialogue 7. Towards Critical Hope Appendix References Index
List of Figures and Tables Foreword Preface Acknowledgements List of Abbreviations Prologue 1. The Students, the System, and the Teacher 2. Critical Pedagogy: Rebirth in Theory and in Practice 3. Critical Ethnography and Dilemmas of a Teacher-Researcher 4. Alienation, Pain, and Possibility at NTS School 5. Curriculum at ISS: Setting the Stage for Resistance 6. The Complexities of Dialogue 7. Towards Critical Hope Appendix References Index
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