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Literacies for the long haul: Radic...

Mahoney, Kevin T.

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Literacies for the long haul: Radical teaching, social movements, and spaces of hope in the age of neoliberal globalization.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Literacies for the long haul: Radical teaching, social movements, and spaces of hope in the age of neoliberal globalization./
作者:	Mahoney, Kevin T.
面頁冊數:	362 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0584.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Language, Rhetoric and Composition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3043066
ISBN:	049356716X

Literacies for the long haul: Radical teaching, social movements, and spaces of hope in the age of neoliberal globalization.
Mahoney, Kevin T.

Literacies for the long haul: Radical teaching, social movements, and spaces of hope in the age of neoliberal globalization. - 362 p.

Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0584.

Thesis (Ph.D.)--Miami University, 2002.

This dissertation considers the possibilities for radical teaching in the age of globalization. "Neoliberal" economic policies and discourses of "market populism" have become hegemonic in the post-Soviet world. While critical and radical teachers in composition and other disciplines have long argued for liberatory pedagogy, I argue that in order for such teaching to contribute to fundamental social transformation, it is necessary to build links to social movements. I consider several examples of radical educational experiments in the United States during the first part of the twentieth century---the Modern Schools, labor colleges, and the Highlander Folk School---arguing that they are useful legacies that critical and radical educators can build upon.

ISBN: 049356716XSubjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

Literacies for the long haul: Radical teaching, social movements, and spaces of hope in the age of neoliberal globalization.
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500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0584.
500 $a Director: Kate Ronald.
502 $a Thesis (Ph.D.)--Miami University, 2002.
520 $a This dissertation considers the possibilities for radical teaching in the age of globalization. "Neoliberal" economic policies and discourses of "market populism" have become hegemonic in the post-Soviet world. While critical and radical teachers in composition and other disciplines have long argued for liberatory pedagogy, I argue that in order for such teaching to contribute to fundamental social transformation, it is necessary to build links to social movements. I consider several examples of radical educational experiments in the United States during the first part of the twentieth century---the Modern Schools, labor colleges, and the Highlander Folk School---arguing that they are useful legacies that critical and radical educators can build upon.
520 $a Recent developments in composition and rhetoric---particularly service-learning, public and counterpublic sphere theory, and critical technological literacy---also offer tremendous promise for constructing classrooms connected to social movements. The emergence of anti-corporate globalization movements in the aftermath of the 1999 protests against the World Trade Organization in Seattle offers critical and radical composition teachers opportunities to build links with these movements through their teaching and scholarship by privileging the literacy needs of these movements.
520 $a Finally, I discuss an upper-level writing course on globalization I taught that attempted to create a critical public sphere and spaces of hope for linking the composition classroom to emerging anti-corporate globalization movements.
590 $a School code: 0126.
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