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Empowering education : critical teaching for social change / Ira Shor

Main Author Shor, Ira Country Estados Unidos. Publication Chicago : The University of Chicago Press, cop. 1992 Description VII, 286 p. ; 23 cm ISBN 0-226-75357-3 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 - S Available 122878
Total holds: 0

Enhanced descriptions from Syndetics:

Ira Shor is a pioneer in the field of critical education who for over twenty years has been experimenting with learning methods. His work creatively adapts the ideas of Brazilian educator Paulo Freire for North American classrooms. In Empowering Education Shor offers a comprehensive theory and practice for critical pedagogy.

For Shor, empowering education is a student-centered, critical and democratic pedagogy for studying any subject matter and for self and social change. It takes shape as a dialogue in which teachers and students mutually investigate everyday themes, social issues, and academic knowledge. Through dialogue and problem-posing, students become active agents of their learning. This book shows how students can develop as critical thinkers, inspired learners, skilled workers, and involved citizens.

Shor carefully analyzes obstacles to and resources for empowering education, suggesting ways for teachers to transform traditional approaches into critical and democratic ones. He offers many examples and applications for the elementary grades through college and adult education.

Table of contents provided by Syndetics

  • Acknowledgments
  • Introduction
  • The First Day of Class: Passing the Test
  • 1 Education Is Politics: An Agenda for Empowerment
  • 2 Problem-Posing: Situated and Multicultural Learning
  • 3 Three Roads to Critical Thought: Generative, Topical, and Academic Themes
  • 4 Critical Dialogue versus Teacher-Talk: Classroom Discourse and Social Inequality
  • 5 Rethinking Knowledge and Society: "Desocialization" and "Critical Consciousness"
  • 6 Democratic Authority: Resistance, Subject Matter, and the Learning Process
  • 7 Critical Teaching and Classroom Research: An Interdisciplinary Field for Activist Learning
  • 8 Becoming an Empowering Educator: Obstacles to and Resources for Critical Teaching
  • 9 "The Third Idiom": Inventing a Transformative Discourse for Education
  • References
  • Author Index
  • Subject Index

Reviews provided by Syndetics

CHOICE Review

This book is not preachy, ideological, or sentimental. Shor (Critical Teaching and Everyday Life, 1980; A Pedagogy for Liberation, CH, Jun'87, with Paulo Freire), an English professor, wants to describe the ^D["kind of learning process that can empower students to perform at their best.^D]" Holding that education is socialization, and is never neutral, the book is a discussion of the educational values (and processes) that can develop citizens who think critically and act democratically. Some of those values are participation, affect, problem posing, dialogic, desocializing, researching, and activism, with participation obviously the more encompassing and initiating value. Shor's pedagogy is student-centered, but it is not permissive or self-centered. Terms such as ^D["empower,^D]" ^D["critical,^D]" and ^D["desocialize^D]" are defined carefully; the discussion is descriptive, detailed, and elaborative. Much of the text uses personal examples about teaching, but it is not simply anecdotal. The vignettes are always interesting and insightful--they wake up the reader, as they must have aroused Shor when he encountered them in his teaching. Teachers will be better off for having read this book. Also recommended for upper-division undergraduates; graduate students; and faculty.

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