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Critical pedagogy: Theory and practi...

Choi, Jong-Deok.

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Critical pedagogy: Theory and practice of a pedagogy of hope.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Critical pedagogy: Theory and practice of a pedagogy of hope./
作者:	Choi, Jong-Deok.
面頁冊數:	338 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3885.
Contained By:	Dissertation Abstracts International57-09A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9705225
ISBN:	9780591119596

Critical pedagogy: Theory and practice of a pedagogy of hope.
Choi, Jong-Deok.

Critical pedagogy: Theory and practice of a pedagogy of hope. - 338 p.

Source: Dissertation Abstracts International, Volume: 57-09, Section: A, page: 3885.

Thesis (Ph.D.)--University of Missouri - Columbia, 1995.

This item must not be sold to any third party vendors.

This study explores the theoretical foundations of critical pedagogy and its project of emancipatory schooling as a pedagogy of possibility. This study analyzes the central ideas of critical theory of the Frankfurt School and postmodernism in relation to schooling. Critical pedagogy appropriates the insights of critical theory--the critique of rationality, the analysis of cultural production, the view of theory, and the idea of social emancipation--to schooling. Postmodern discourses of knowledge/power, a cultural politics of difference, and multiple subjectivities contribute to constructing theoretical bases for critical pedagogy. In the interface of critical theory and postmodernism, critical pedagogy for empowering students to be active citizens defines schools as democratic public spheres, and teachers as transformative intellectuals.

ISBN: 9780591119596Subjects--Topical Terms:

626654
Education, Sociology of.

Critical pedagogy: Theory and practice of a pedagogy of hope.
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500 $a Supervisor: Irv Cockriel.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study explores the theoretical foundations of critical pedagogy and its project of emancipatory schooling as a pedagogy of possibility. This study analyzes the central ideas of critical theory of the Frankfurt School and postmodernism in relation to schooling. Critical pedagogy appropriates the insights of critical theory--the critique of rationality, the analysis of cultural production, the view of theory, and the idea of social emancipation--to schooling. Postmodern discourses of knowledge/power, a cultural politics of difference, and multiple subjectivities contribute to constructing theoretical bases for critical pedagogy. In the interface of critical theory and postmodernism, critical pedagogy for empowering students to be active citizens defines schools as democratic public spheres, and teachers as transformative intellectuals.
520 $a As an alternative educational reform, critical pedagogy provides a more relevant perspective to analyze the nature of schooling than the reproduction theories or the conservative educational theories; critical pedagogy contributes to creating new forms of knowledge moving beyond official school curriculum; critical pedagogy can empower teachers as well as students for democratic public life; critical pedagogy, with ethical commitment to concern for human sufferings and belief in democratic principles, contributes to establishing a public philosophy upon which schooling should be based.
520 $a Critical pedagogy is an ongoing struggle for democratic education and social transformation. Hence, critical pedagogy exists as a pedagogy of possibility in specific historical, social, and cultural contexts--a pedagogy of hope.
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