One of the greatest challenges for students of critical education theory is making the connection between the theory and its practical application. Critical education theory is personal and political; it can be uncomfortable and freeing, while at the same time being challenging and transforming. Ultimately, critical educational theory is useful. Written in accessible language, this edited collection presents readers with different views of and insights into the topic and illustrates how to connect theory and practice to create a different vision of public education. This is the perfect text for undergraduate and graduate students of education.…mehr
One of the greatest challenges for students of critical education theory is making the connection between the theory and its practical application. Critical education theory is personal and political; it can be uncomfortable and freeing, while at the same time being challenging and transforming. Ultimately, critical educational theory is useful. Written in accessible language, this edited collection presents readers with different views of and insights into the topic and illustrates how to connect theory and practice to create a different vision of public education. This is the perfect text for undergraduate and graduate students of education.
The Editor: Rebecca A. Goldstein is Professor of Curriculum and Teaching and Director of the Urban Teaching Academy at Montclair State University in New Jersey. She received her Ph.D. in teaching curriculum and change from the Warner Graduate School of Education and Human Development at the University of Rochester. Her research interests include student and teacher identity construction, issues of democracy and social justice in urban schools, and the impacts of No Child Left Behind on urban school reform and teacher education.
Inhaltsangabe
Contents: Rebecca A. Goldstein/Andrew R. Beutel: Introduction: Why a Book on «Useful Theory»? What Makes Theory «Useful»? - Rebecca A. Goldstein: The Perilous Pitfalls of Praxis: Critical Pedagogy as «Regime of Truth» - John Pascarella: The Manufacture of Intent - Leonisa Ardizzone: Listening to Youth Voices: Activism and Critical Pedagogy - Monica Taylor/Gennifer Otinsky: What Does Social Justice Have to Do With Us? Sixth Graders and Pre-Service Teachers Inquire Collaboratively - David Lee Keiser/Joelle Tutela: What Happened to the Street? Seeking Democracy Through Action Research - Juan-Miguel Fernández-Balboa: Dignity and Democracy in the College Classroom: The Practice of Student Self-Evaluation - Vanessa Domine: «Doing Technology» in the College Classroom: Media Literacy as Critical Pedagogy - Donna DeGennaro: The Practices and Process of Developing Technology Fluency Across Boundaries of Race, Gender, Age, and Space - Marisa L. Bier: Inclusion for Democracy: Who's in My Classroom, and How Do I Teach Them? - Leah A. Henry-Beauchamp: Disability Culture, Simultaneous Renewal, and Democratic Education - Jacqueline Mosselson: Refugees and Education in the United States: Developing a Critical Understanding of Bosnian Refugee Experiences in New York City Schools - Rebecca A. Goldstein: It Is a Conceptual Thing: Learning to Live Critical Pedagogy.
Contents: Rebecca A. Goldstein/Andrew R. Beutel: Introduction: Why a Book on «Useful Theory»? What Makes Theory «Useful»? - Rebecca A. Goldstein: The Perilous Pitfalls of Praxis: Critical Pedagogy as «Regime of Truth» - John Pascarella: The Manufacture of Intent - Leonisa Ardizzone: Listening to Youth Voices: Activism and Critical Pedagogy - Monica Taylor/Gennifer Otinsky: What Does Social Justice Have to Do With Us? Sixth Graders and Pre-Service Teachers Inquire Collaboratively - David Lee Keiser/Joelle Tutela: What Happened to the Street? Seeking Democracy Through Action Research - Juan-Miguel Fernández-Balboa: Dignity and Democracy in the College Classroom: The Practice of Student Self-Evaluation - Vanessa Domine: «Doing Technology» in the College Classroom: Media Literacy as Critical Pedagogy - Donna DeGennaro: The Practices and Process of Developing Technology Fluency Across Boundaries of Race, Gender, Age, and Space - Marisa L. Bier: Inclusion for Democracy: Who's in My Classroom, and How Do I Teach Them? - Leah A. Henry-Beauchamp: Disability Culture, Simultaneous Renewal, and Democratic Education - Jacqueline Mosselson: Refugees and Education in the United States: Developing a Critical Understanding of Bosnian Refugee Experiences in New York City Schools - Rebecca A. Goldstein: It Is a Conceptual Thing: Learning to Live Critical Pedagogy.
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