Henry A. Giroux

Bio: Henry A. Giroux is an academic researcher from McMaster University. The author has contributed to research in topics: Politics & Democracy. The author has an hindex of 90, co-authored 516 publications receiving 36191 citations. Previous affiliations of Henry A. Giroux include National University of La Pampa & Miami University.

Border Crossings: Cultural Workers and the Politics of Education

Abstract: Contents Introduction Part I Schooling and Cultural Politics 1. Postcolonial Ruptures/Democratic Possibilities 2. Crossing the Boundaries of Educational Discourse: Modernism, Postmodernism, and Feminism 3. Redefining the Boundaries of Race and Ethnicity: Beyond the Politics of Pluralism Part II Cultural Workers and Cultural Pedagogy 4. Interview: Critical Pedagogy and Cultural Power 5. Cultural Studies, Resisting Difference and the Return of Critical Pedagogy 6. Popular Culture as a Pedagogy of Pleasure and Meaning: Decolonizing the Body Part III Neoliberalism and the Militarization of Public Space 7. Interview: Politics of Radical Pedagogy 8. Challenging Neoliberalism's New World Order: The Promise of Critical Pedagogy 9. Education After Abu Ghraib: Revisiting Adorno's Politics of Education

Teachers as Intellectuals: Toward a Critical Pedagogy of Learning

Abstract: Foreword by Peter McLaren Editor's Introduction Introduction Rethinking the Language of Schooling Rethinking the Language of Schooling Toward a New Sociology of Curriculum Social Education in the Classroom: The Dynamics of the Hidden Curriculum Overcoming Behavioral and Humanistic Objectives Literacy, Writing, and the Politics of Voice Writing and Critical Thinking in the Social Studies Mass Culture and the Rise of the New Illiteracy: Implications for Reading Critical Pedagogy, Cultural Politics, and the Discourse of Experience Culture, Power, and Transformation in the Work of Paulo Freire: Toward a Politics of Education Teaching, Intellectual Work, and Education as Cultural Politics Teachers as Transformative Intellectuals Curriculum Study and Cultural Politics The Need for Cultural Studies Teacher Education and the Politics of Democratic Reform Toward a Language of Critique and Possibility Crisis and Possibilities in Education Reproducing Reproduction: The Politics of Tracking Antonio Gramsci Solidarity, Ethics, and Possibility in Critical Education Index

Theory and Resistance in Education: A Pedagogy for the Opposition

Abstract: Henry Giroux's latest book, Theory and Resistance in Education, marks a significant moment in the development of a radical theory of education. Giroux advances comprehensive and convincing critiques of the existing structuralist and marxist reproductionist work in the area, while simultaneously combining the best of these theories with his own dialectical approach to produce an important new vector in the field of inquiry. Giroux works within a "post-marxist" framework that brings together the Frankfurt School on one end with Paolo Freire on the other. His

Pedagogy And The Politics Of Hope: Theory, Culture, And Schooling: A Critical Reader

Abstract: Theoretical Foundations for Critical Pedagogy * Schooling and the Culture of Positivism: Notes on the Death of History * Culture and Rationality in Frankfurt School Thought: Ideological Foundations for a Theory of Social Education * Ideology and Agency in the Process of Schooling * Authority, Intellectuals, and the Politics of Practical Learning Critical Pedagogy in the Classroom * Radical Pedagogy and the Politics of Student Voice * Border Pedagogy in the Age of Postmodernism * Disturbing the Peace: Writing in the Cultural Studies Classroom Contemporary Concerns * Rethinking the Boundaries of Educational Discourse: Modernism, Postmodernism, and Feminism * Insurgent Multiculturalism and the Promise of Pedagogy * Public Intellectuals and the Culture of Reganism in the 1990s

Competing paradigms in qualitative research.

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经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Toward a Theory of Culturally Relevant Pedagogy

Abstract: In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.