Unschooling Critical Pedagogy, Unfixing Schools
(Sprache: Englisch)
Unschooling Critical Pedagogy, Unfixing Schools argues that critical pedagogy's tendency to try to "fix" schools denies and misreads the material dimension of schooling, thereby unnecessarily limiting possibilities for human flourishing within educational environments.
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Unschooling Critical Pedagogy, Unfixing Schools argues that critical pedagogy's tendency to try to "fix" schools denies and misreads the material dimension of schooling, thereby unnecessarily limiting possibilities for human flourishing within educational environments.
Klappentext zu „Unschooling Critical Pedagogy, Unfixing Schools “
Though conservatives and criticalists perhaps espouse different values and social assumptions as rationale for reforming schools, they both seek to "fix" schools. Unschooling Critical Pedagogy, Unfixing Schools argues that in this move to fix, they both either deny or misread the material dimension of schooling, thereby unnecessarily limiting possibilities for human flourishing within educational environments. In order to unfix schools, making them dynamic and critical places of engagement, educators must review and revive their critical roots through Marx to overcome the educational necrophilia that has simply overwhelmed schools through the material conditions both within and without. Critical pedagogy is insufficient for such a project, with some iterations of it becoming errors of commission. Moving from Marx to Althusser to Illich, Unschooling Critical Pedagogy, Unfixing Schools concludes with a recommendation for unschooling in schools which requires getting students out of schools as much as possible.
Inhaltsverzeichnis zu „Unschooling Critical Pedagogy, Unfixing Schools “
Acknowledgments - Intro duction: Unschooling Critical Pedagogy and Unfixing Education -Fixing Education - Unfixing Education with Critical Pedagogy - Critical Pedagogy within an Ideological State Apparatus - Unschooling Against the Ideological State Apparatus - Unschooling in and out of Schools - Authenticity, Identity Politics, and Critical Pedagogy - References - Index.
Autoren-Porträt von John E. Petrovic
John E. Petrovic is Professor and Program Coordinator for the Social and Cultural Studies Concentration in the College of Education at The University of Alabama. He earned his PhD from University of Colorado in foundations of education, specializing in philosophy and policy studies. He has been President of the Southeast Philosophy of Education Society and Secretary of the American Educational Studies Association. He has served on several editorial boards including those of the American Educational Research Journal, International Multilingual Research Journal, and Thresholds in Education. He is Executive Editor of Philosophy and Theory in Higher Education. He is author of A Post-liberal Approach to Language Policy (2015) and his recent edited volumes include Indigenous Philosophies of Education Around the World (co-edited with Roxanne Mitchell, 2018) and Citizenship Education Around the World: Local Contexts and Global Possibilities (co-edited with Aaron Kuntz, 2014). Petrovic teaches courses on multicultural education, language policy, and philosophy of education.
Bibliographische Angaben
- Autor: John E. Petrovic
- 2019, Neuausgabe, X, 170 Seiten, 4 Abbildungen, Maße: 15,2 x 22,5 cm, Kartoniert (TB), Englisch
- Verlag: Peter Lang Ltd. International Academic Publishers
- ISBN-10: 1433161818
- ISBN-13: 9781433161810
Sprache:
Englisch
Pressezitat
"John E. Petrovic's Unschooling Critical Pedagogy, Unfixing Schools provides provocative critiques of both liberal and progressive programs of school reform. Providing sharp critiques of mainstream and alternative attempts to transform schools, Petrovic accuses these efforts of trying to 'fix' the problem of schools as leaving the institutions intact. He instead suggests ways of 'unfixing schools' that will make schooling more open to their communities and making learning a more collaborative project that takes a multiplicity of forms to make schools more flexible and democratic while promoting freedom, criticality, conviviality, cooperation, and community. Petrovic's provocative analysis requires us to rethink schooling, critical pedagogy, and our own processes of teaching and learning."-Douglas Kellner, George F. Kneller Philosophy of Education Chair, UCLA
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