東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A critical analysis of bell hooks' e...

Florence, Namulundah.

Linked to FindBook

Google Book

Amazon

博客來

A critical analysis of bell hooks' engaged pedagogy: A transgressive education for the development of critical consciousness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A critical analysis of bell hooks' engaged pedagogy: A transgressive education for the development of critical consciousness./
Author:	Florence, Namulundah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1998,
Description:	348 p.
Notes:	Source: Dissertations Abstracts International, Volume: 62-12, Section: A.
Contained By:	Dissertations Abstracts International62-12A.
Subject:	Curricula. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9975348
ISBN:	9780599809208

A critical analysis of bell hooks' engaged pedagogy: A transgressive education for the development of critical consciousness.
Florence, Namulundah.

A critical analysis of bell hooks' engaged pedagogy: A transgressive education for the development of critical consciousness. - Ann Arbor : ProQuest Dissertations & Theses, 1998 - 348 p.

Source: Dissertations Abstracts International, Volume: 62-12, Section: A.

Thesis (Ph.D.)--Fordham University, 1998.

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

bell hooks proposes an engaged pedagogy to counteract the overwhelming boredom, disinterest, and apathy that so often characterize the way professors and students feel about the teaching and learning experience. hooks attributes student alienation in schools to discriminatory racist, sexist, and classist policies and practices in educational settings and the wider society. The study is a critical analysis of bell hooks' engaged pedagogy, its basis, challenge, and promise for the teaching/learning process. The study also assesses the relevance of bell hooks' critique of prevailing society and constructive strategies entailed in engaged pedagogy, to a Third World context. bell hooks' corpus of writing was analyzed to demonstrate the basis of her social theory. The author explored writings on or pertaining to hooks to illustrate the impact of her insights in the community of scholars. Since engaged pedagogy is a combination of anti-colonialist, critical, feminist, and multicultural theory, the author analyzed the scholarship to provide a context for engaged pedagogy. The analysis of hooks' writings provides a basis for her contention regarding educational policies and practices-curriculum and pedagogy-reflecting and perpetuating hierarchical social arrangements by reinforcing White supremacist, patriarchal, and capitalistic values in both the United States and the Kenyan system. bell hooks' (1994c) engaged pedagogy, explicated in Teaching to Transgress: Education as the Practice of Freedom, goes beyond developing students to achieve a prescribed level of literacy, the development of professional skills and/or conformity to the status quo, to nurture a reflective and critical stance to social realities. The pedagogy calls for a re-conceptualization of the knowledge base, linking theory to practice, student empowerment, multiculturalism, and incorporation of passion, to make learning more engaging and meaningful. Engaged pedagogy is a "transgressive" pedagogy. The relevance of hooks' social and educational critique to the Kenyan economy is based on four primary similarities between Kenya and the United States: (a) presence of Blacks, (b) the impact of White civilization, (c) the patriarchal system, and (d) the association of social prestige to material acquisitions.

ISBN: 9780599809208Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

Critical consciousness

A critical analysis of bell hooks' engaged pedagogy: A transgressive education for the development of critical consciousness.
LDR:03602nmm a2200373 4500 001 2282971
005 20211022115813.5
008 220723s1998 ||||||||||||||||| ||eng d
020 $a 9780599809208
035 $a (MiAaPQ)AAI9975348
035 $a AAI9975348
040 $a MiAaPQ $c MiAaPQ
100 1 $a Florence, Namulundah. $3 3561859
245 1 0 $a A critical analysis of bell hooks' engaged pedagogy: A transgressive education for the development of critical consciousness.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1998
300 $a 348 p.
500 $a Source: Dissertations Abstracts International, Volume: 62-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Elias, John L.
502 $a Thesis (Ph.D.)--Fordham University, 1998.
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 bell hooks proposes an engaged pedagogy to counteract the overwhelming boredom, disinterest, and apathy that so often characterize the way professors and students feel about the teaching and learning experience. hooks attributes student alienation in schools to discriminatory racist, sexist, and classist policies and practices in educational settings and the wider society. The study is a critical analysis of bell hooks' engaged pedagogy, its basis, challenge, and promise for the teaching/learning process. The study also assesses the relevance of bell hooks' critique of prevailing society and constructive strategies entailed in engaged pedagogy, to a Third World context. bell hooks' corpus of writing was analyzed to demonstrate the basis of her social theory. The author explored writings on or pertaining to hooks to illustrate the impact of her insights in the community of scholars. Since engaged pedagogy is a combination of anti-colonialist, critical, feminist, and multicultural theory, the author analyzed the scholarship to provide a context for engaged pedagogy. The analysis of hooks' writings provides a basis for her contention regarding educational policies and practices-curriculum and pedagogy-reflecting and perpetuating hierarchical social arrangements by reinforcing White supremacist, patriarchal, and capitalistic values in both the United States and the Kenyan system. bell hooks' (1994c) engaged pedagogy, explicated in Teaching to Transgress: Education as the Practice of Freedom, goes beyond developing students to achieve a prescribed level of literacy, the development of professional skills and/or conformity to the status quo, to nurture a reflective and critical stance to social realities. The pedagogy calls for a re-conceptualization of the knowledge base, linking theory to practice, student empowerment, multiculturalism, and incorporation of passion, to make learning more engaging and meaningful. Engaged pedagogy is a "transgressive" pedagogy. The relevance of hooks' social and educational critique to the Kenyan economy is based on four primary similarities between Kenya and the United States: (a) presence of Blacks, (b) the impact of White civilization, (c) the patriarchal system, and (d) the association of social prestige to material acquisitions.
590 $a School code: 0072.
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
650 4 $a Educational philosophy. $3 3173367
653 $a Critical consciousness
653 $a Engaged pedagogy
653 $a Transgressive education
653 $a hooks, bell
690 $a 0727
690 $a 0998
710 2 $a Fordham University. $3 1020514
773 0 $t Dissertations Abstracts International $g 62-12A.
790 $a 0072
791 $a Ph.D.
792 $a 1998
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9975348