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Pedagogy and the politics of hope : theory, culture, and schooling : a critical reader / Henry A. Giroux

Main Author Giroux, Henry, 1943- Country Estados Unidos. Publication Boulder : Westview Press, cop. 1997 Description XIV, 290 p. ; 23 cm Series The edge critical studies in educational theory) ISBN 0-8133-3274-5 CDU 37.013
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca Geral da Universidade do Minho
BGUM 37.013 - G Available 215703
Monografia Biblioteca de Ciências da Educação
BCE 37.013 - G Available 261432
Total holds: 0

Enhanced descriptions from Syndetics:

Henry A. Giroux is one of the most respected and well-known critical education scholars, social critics, and astute observers of popular culture in the modern world. For those who follow his considerably influential work in critical pedagogy and social criticism, this first-ever collection of his classic writings, augmented by a new essay, is a must-have volume that reveals his evolution as a scholar. In it, he takes on three major considerations central to pedagogy and schooling.The firstsection offers Giroux's most widely read theoretical critiques on the culture of positivism and technocratic rationality. He contends that by emphasizing the logic of science and rationality rather than taking a holistic worldview, these approaches fail to take account of connections among social, political, and historical forces or to consider the importance of such connections for the process of schooling.In the second section, Giroux expands the theoretical framework for conceptualizing and implementing his version of critical pedagogy. His theory of border pedagogy advocates a democratic public philosophy that embraces the notion of difference as part of a common struggle to extend the quality of public life. For Giroux, a student must function as a border-crosser, as a person moving in and out of physical, cultural, and social borders. He uses the popular medium of Hollywood film to show students how they might understand their own position as partly constructed within a dominant Eurocentric tradition and how power and authority relate to the wider society as well as to the classroom.In the last section, Giroux explores a number of contemporary traditions and issues, including modernism, postmodernism, and feminism, and discusses the matter of cultural difference in the classroom. Finally, in an essay written especially for this volume, Giroux analyzes the assault on education and teachers as public intellectuals that began in the Reagan-Bush era and continues today.

Table of contents provided by Syndetics

  • Series Editors' Foreword (p. ix)
  • Part 1 (p. 1)
  • 1 Schooling and the Culture of Positivism: Notes on the Death of History (p. 3)
  • 2 Culture and Rationality in Frankfurt School Thought: Ideological Foundations for a Theory of Social Education (p. 35)
  • 3 (p. 71)
  • 4 Authority, Intellectuals, and the Politics of Practical Learning (p. 95)
  • Part 2 (p. 117)
  • 5 Radical Pedagogy and the Politics of Student Voice (p. 119)
  • References (p. 147)
  • 6 Border Pedagogy in the Age of Postmodernism (p. 161)
  • 7 Disturbing the Peace: Writing in the Cultural Studies Classroom (p. 164)
  • Part 3 (p. 181)
  • 8 Rethinking the Boundaries of Educational Discourse: Modernism, Postmodernism, and Feminism (p. 183)
  • 9 Insurgent Multiculturalism and the Promise of Pedagogy (p. 234)
  • 10 Public Intellectuals and the Culture of Reaganism in the 1990s (p. 254)
  • Credits (p. 273)
  • About the Book and Author (p. 275)
  • Index (p. 277)

Reviews provided by Syndetics

CHOICE Review

Among the best-known scholars concerned with "critical pedagogy," Giroux collects some of his most thoughtful essays, providing a valuable overview of the evolution of his thought over the last two decades, as well as a thematic structure for understanding his contributions to critical pedagogy and critical social theory. The book has three sections, dealing respectively with Giroux's theoretical critique of positivism and technocratic rationality, critical pedagogy in the classroom (including his articulation of "critical pedagogy" and the notion of "border pedagogy"), and his concerns about contemporary education, educational discourse, and educational policy (which include discussion of modernism, postmodernism, and feminism, as well as what Giroux calls "insurgent multiculturalism"). The book includes both classic Giroux essays and a new essay dealing with "the culture of Reaganism" as it emerged in the 1980s and continues to affect intellectual discourse and public policy in the 1990s. A useful guide to critical pedagogy in general, and to the work of Giroux in particular. Graduate; faculty. T. Reagan; University of Connecticut

Author notes provided by Syndetics

Henry A. Giroux is a professor at the School of Education at Pennsylvania State University.

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