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Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education
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In this article, critical pedagogy and the social construction of knowledge are discussed in the context of the 1970s and '80s, with a focus on race, class, and gender.Abstract:
I. REFLECTIONS ON LIFE IN SCHOOLS: FORGING A NEW BEGINNING IN AN AGE OF POLITICAL DECEIT AND IMPERIAL GRANDEUR. Introduction. The Retreat of Democracy. The Corporate Assault on Education. Bringing Theory into the Streets. II. CRIES FROM THE CORRIDOR: TEACHING IN THE SUBURBAN GHETTO. Introduction. The Corridor Kids. 1. The Frontiers of Despair. Epilogue. 2. The Invisible Epidemic. Epilogue. 3. "The Suburbs Was Supposed to Be a Nice Place..." Summer Vacation. Afterword. III. CRITICAL PEDAGOGY: AN OVERVIEW. Critical Pedagogy and the Egalitarian Dream. 4. The Emergence of Critical Pedagogy. Foundational Principles. 5. Critical Pedagogy: A Look at the Major Concepts. The Importance of Theory. Critical Pedagogy and the Social Construction of Knowledge. Critical Pedagogy and the Power/Knowledge Relation. Critical Pedagogy and the Curriculum. Social Reproduction: A Critical Perspective. Questions for Discussion. IV. ANALYSIS. 6. Race, Class, and Gender: Why Students Fail. The Black Underclass: Racial Stratifi cation and the Politics of Culture. Resistance and the Reproduction of Class Relations. Bein' Tough: Bein' Female. Psychologizing Student Failure. 7. New and Old Myths in Education. Technologizing Learning. Neoconservatism and the Myth of Democratic Schooling. 8. Teachers and Students. The Primacy of Student Experience. The Primacy of Voice. Beyond Conversations with the "Other." 9. Conclusion to Parts Three and Four. The Teacher as Social and Moral Agent. V. LOOKING BACK, LOOKING FORWARD.read more
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Whose culture has capital? A critical race theory discussion of community cultural wealth
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Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers
TL;DR: The authors presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience.
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Understanding Cultural Diversity and Learning
TL;DR: This article argued that the crucial issue in cultural diversity and learning is the relationship between the minority cultures and the American mainstream culture, and that minority groups who have not traditionally done well in the public school have greater difficulty crossing cultural boundaries at school to learn.
References
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Journal ArticleDOI
On Critical Ethnographic Work
Roger I. Simon,Donald Dippo +1 more
TL;DR: In this article, three fundamental conditions for ethnographic work are discussed: (1) a particular "problematic" that defines data and analytic procedures in a way consistent with one's pedagogicall political project; (2) the engagement of such work within a public sphere that allows it to become a starting point for social critique and transformation; and (3) the inclusion of a reflexive inquiry which would identify the limits of its own knowledge claims.
Journal ArticleDOI
Writing Critical Ethnographic Narratives
TL;DR: The authors assume that educational anthropologists are interested in critical theory, or what Marcus and Fischer have recently called "a renewal of the critical function of anthropology as it is pursued in ethnographic projects at home" because critical theory argues that social institutions such as schools are sites of cultural hegemony.