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Schooling and the struggle for public life : critical pedagogy in the modern age / Henry A. Giroux

Main Author Giroux, Henry, 1943- Country Estados Unidos. Publication Minneapolis : University of Minnesota Press, imp. 1995 Description XIII, 257 p. ; 22 cm Series American culture) ISBN 0-8166-1706-6 CDU 37.013
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Monografia Biblioteca de Ciências da Educação
BCE 37.013 - G Perdido | Lost Indisponível | Not available 262121
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Reviews provided by Syndetics

Publishers Weekly Review

This perceptive, piquant proposal for educational reform by educator Giroux ( Theory and Resistance in Educaton ) exposes the supposedly anti-democratic assumptions and underlying elitist prejudices of, among others, Allan Bloom and William Bennett, who see education in terms of ``a narrowly defined labor market perspective.'' Inspired by John Dewey's ``vision of public schools as democratic spheres . . . where the skills of democracy can be practiced, debated, and analyzed,'' Giroux argues that the proper function of schools is that of ``citizenship education,'' the teaching of critical skills that advance emancipatory interests, promote equity and justice, and improve not merely SAT scores, but the quality of public life. Giroux draws upon Marxism, feminism, liberation theology and the pedagogical theories of Paulo Freire et al., and addresses a wide range of interrelated subjectsauthority in the classroom, ethics, teacher education, literacyin terms of their ``critical'' significance, that is, their role in making the school into a ``progressive force in the ongoing struggle for democracy as a way of life.'' (Nov.) (c) Copyright PWxyz, LLC. All rights reserved


This collection of essays by a prolific and complex writer provides a post-Marxist critique of American schooling. Giroux has three main themes. First, "historical amnesia" distorts our view of education. It is necessary to remember the work of social reconstructionists (George S. Counts, Harold Rugg, Theodore Brameld, et al.), the struggles of radical reformers, and the complex nature of America, including dissident views ignored by the new conservatives, in order to appreciate the complexity of our culture and properly educate the next generation. Second, we need a "pedagogy of hope"--"a discourse of political imagination"--in order to develop truly democratic schools. Criticism is not enough; topics such as authority, morality, curriculum, and teacher education (the themes of this volume) need to be viewed in the context of possibilities inherent in dialectic struggle between opposite positions. Third, educational theory and practice must focus on events in context and include students' and teachers' voices. Paolo Freire's work is cited as one of the few models of context-imbedded pedagogy that also values the student's voice. Similar approaches need to influence teacher education. Giroux's writing is extemely dense; his allusions to a wide range of literature and cultural markers are sometimes sketchy and at other times informative. The book has chapter notes and an inadequate index. Giroux is an important critic of current educational practice and theory, but his difficult-to-penetrate style would discourage use by lower-division undergraduates. G. E. Hein Lesley College

Author notes provided by Syndetics

Henry A. Giroux is the well-known author of numerous books and articles on society, education, and political culture. He is Waterbury Chair of Education at Pennsylvania State University and lives in State College, Pennsylvania.

(Bowker Author Biography)

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