The Politics of Education: Culture, Power, and Liberation.
About: This article is published in Contemporary Sociology.The article was published on 1986-05-01. It has received 587 citations till now. The article focuses on the topics: Power (social and political).
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01 Jan 2011
TL;DR: Critical theory retains its ability to disrupt and hallenge the status quo, and elicits highly charged emotions of all types as discussed by the authors, such as fierce loyalty from its roponents, vehement hostility from its detractors.
Abstract: Some 70 years after its development in Frankfurt, Germany, critical theory retains its ability to disrupt and hallenge the status quo. In the process, it elicits highlycharged emotions of all types—fierce loyalty from its roponents, vehement hostility from its detractors. Such vibrantly polar reactions indicate at the very least that critical theory still matters. We can be against critical theory or for it, but, especially at the present historical uncture, we cannot be without it.
2,871 citations
TL;DR: The authors argue that the current focus on finding the right "methods" to improve the academic achievement of students who have historically been oppressed hides the less visible but more important reasons for their performance: the asymmetrical power relations of society that are reproduced in the schools, and the deficit view of minority students that school personnel uncritically and often unknowingly, hold.
Abstract: In this article, Lilia Bartolome argues that the current focus on finding the right "methods" to improve the academic achievement of students who have historically been oppressed hides the less visible but more important reasons for their performance: the asymmetrical power relations of society that are reproduced in the schools, and the deficit view of minority students that school personnel uncritically, and often unknowingly, hold. Bartolome argues instead for a humanizing pedagogy that respects and uses the reality, history, and perspectives of students as an integral part of educational practice. Discussing two approaches in particular that show promise when implemented within a humanizing pedagogical framework — culturally responsive education and strategic teaching — Bartolome emphasizes the need for teachers' evolving political awareness of their relationship with students as knowers and active participants in their own learning.
877 citations
TL;DR: In this paper, a meta-study of five research projects conducted within Maori contexts, an indigenous initiative in research within Aotearoa New Zealand, an initiative that is termed Kaupapa (agenda philosophy) Maori research, is presented.
Abstract: This analysis is undertaken by a researcher who is a member of an indigenous minority, the Maori people of Aotearoa New Zealand. This paper examines, by reference to a recent meta-study of five research projects conducted within Maori contexts, an indigenous initiative in research within Aotearoa New Zealand, an initiative that is termed Kaupapa (agenda philosophy) Maori research. This agenda for research is concerned with how research practice might realize Maori desires for self-determination, while addressing contemporary research issues of authority and legitimacy. This paper suggests that it is the cultural aspirations, understandings, and practices of Maori people that implement and organize the research process and that position researchers in such a way as to operationalize self-determination (agentic positioning and behavior) for research participants. The cultural context positions the participants by constructing the story lines and with them the cultural metaphors and images, as well as the ''...
720 citations
Book•
05 Jun 2012TL;DR: Human Rights and Social Work as mentioned in this paper explores how the principles of human rights inform contemporary social work practice and considers the implications of social work's traditional Enlightenment heritage and the possibilities of 'post-Enlightenment' practice in a way that is accessible, direct and engaging.
Abstract: Now in its third edition, Human Rights and Social Work explores how the principles of human rights inform contemporary social work practice. Jim Ife considers the implications of social work's traditional Enlightenment heritage and the possibilities of 'post-Enlightenment' practice in a way that is accessible, direct and engaging. The world has changed significantly since the publication of the first edition in 2000 and this book is situated firmly within the context of present-day debates, concerns and crises. Ife covers the importance of relating human rights to the non-human world, as well as the consequences of political and ecological uncertainty. Featuring examples, further readings and a glossary, readers are able to identify and investigate the important issues and questions arising from human rights and social work. Now more than ever, Human Rights and Social Work is an indispensable resource for students, scholars and practitioners alike.
580 citations