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Teachers as intellectuals : toward a critical pedagogy of learning / Henry A. Giroux; introd. Paulo Freire; foreword Peter McLaren

Main Author Giroux, Henry, 1943- Secondary Author Freire, Paulo, 1921-1997
MacLaren, Peter, 1948-
Country Estados Unidos. Publication New York : Bergin & Garvey, 1988 Description XXXVI, 249 p. ; 23 cm Series Critical studies in education series) ISBN 0-89789-156-2 CDU 37.013
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 37.013 - G Checked out 2022-07-20 262194
Total holds: 0

Enhanced descriptions from Syndetics:

a book for all practitioners and all members of the greater community. Giroux demands reader involvement, transformation, and empowerment. He helps us understand that the political relationship between schools and society is neither artificial nor neutral nor necessarily negative. Rather, school personnel have a positive and dynamic political role to play.

Educational Leadership

We are fortunate to have these ideas expressed so clearly and in one place. It is a very useful book. . . .

Choice

Offers educators ways for reflecting critically on their own practices and the relationship between schools and society. The Educational Digest

Reviews provided by Syndetics

CHOICE Review

These are previously published articles, some written with other authors. Giroux (Ideology, Culture, and the Process of Schooling, CH, Apr '82; Theory and Resistance in Education, 1983) has become an articulate spokesman for critical theory (neo-Marxism) in education. He believes that critical educational theory fails to go beyond a critique of domination and does not provide a vision to work for. Giroux's perspective is that education should aim for democracy, empowerment, and possibility. Teachers should be "transformative intellectuals." The essays are organized around themes of "Rethinking the Language of Schooling," literacy and writing, teaching as intellectual work, and "Toward a Language of Critique and Possibility." Several of the best chapters consider writing and critical thinking in the social studies and the education of teachers. These are mainstream concerns, but Giroux's analysis and suggestions are radical in the spirit of John Dewey. A foreword by Peter McLaren explains Giroux's development and point of view. We are fortunate to have these ideas expressed so clearly and in one place. It is a very useful book for graduate students, upper-division undergraduates, and general readers. R. R. Sherman University of Florida

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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