Knowledge and Critical Pedagogy: An IntroductionSpringer Science & Business Media, 2008 M06 19 - 275 páginas In a globalized neo-colonial world an insidious and often debilitating crisis of knowledge not only continues to undermine the quality of research produced by scholars but to also perpetuate a neo-colonial and oppressive socio-cultural, political economic, and educational system. The lack of attention such issues receive in pedagogical institutions around the world undermines the value of education and its role as a force of social justice. In this context these knowledge issues become a central concern of critical pedagogy. As a mode of education that is dedicated to a rigorous form of knowledge work, teachers and students as knowledge producers, anti-oppressive educational and social practices, and diverse perspectives from multiple social locations, critical pedagogy views dominant knowledge policies as a direct assault on its goals. Knowledge and Critical Pedagogy: An Introduction takes scholars through a critical review of the issues facing researchers and educators in the last years of the first decade of the twenty-first century. Refusing to assume the reader’s familiarity with such issues but concurrently rebuffing the tendency to dumb down such complex issues, the book serves as an excellent introduction to one of the most important and complicated issues of our time. |
Contenido
Kincheloe_Ch02pdf | 27 |
Kincheloe_Ch03pdf | 50 |
Kincheloe_Ch04pdf | 70 |
Kincheloe_Ch05pdf | 97 |
Kincheloe_Ch06pdf | 117 |
Kincheloe_Ch07pdf | 143 |
Kincheloe_Ch08pdf | 174 |
Kincheloe_Ch09pdf | 209 |
Kincheloe_Ch10pdf | 227 |
Kincheloe_Referencepdf | 255 |
Kincheloe_Author Indexpdf | 267 |
Kincheloe_Subject Indexpdf | 273 |
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ability action African American assumptions become bricolage central classroom cognitive colonial concept consciousness contemporary corporate corporatized cosmos critical complex epistemology critical epistemology critical knowledge critical pedagogy critical theory criticalists curriculum cyberspace decolonization decontextualized develop dimensions diverse dominant power bloc dominant Western dynamics effort emerge empire Enactivism episte epistemology of FIDUROD Eurocentric example exist FIDURODian forms global hermeneutics historical human suffering hyperreality ideological indigenous individuals insights interpretation involves Islamic issues Kincheloe Knowledge and Critical knowledge production learning lives meaning mind modes multilogicality multiple naïve realism nature neo-liberal notion objective ontological operate oppression particular Paulo Freire perspectives phenomena phenomenon physical political economic politics of knowledge produce knowledge profoundly psychological questions reductionism reductionistic relationship rigorous scholars schools scientific scientists shape simply social construction socio-cultural socio-political Steinberg subjugated teachers teaching thinking true reality truth twenty-first century understand universe Western epistemology Western science
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Página 31 - A text is not a text unless it hides from the first comer, from the first glance, the law of its composition and the rules of its game.
Página 229 - What we observe is not nature itself, but nature exposed to our method of questioning.
Página 61 - Over the 20th century, especially since the early 1960s, individuals in these societies have been acculturated to feel comfortable in relations of domination and subordination rather than equality and independence. Given the social and technological changes of the last half of the century that led to new forms of information production and access, critical theorists argued that questions of self-direction and democratic egalitarianism should be reassessed. In this context critical researchers informed...
Página 138 - If it did not exist, it would have to be invented. Unlike the personal interview, the classroom test, or the teacher's subjective evaluation, the objective test is a common touchstone. It gives every student a chance to demonstrate his academic abilities. It gives all students who take it the same chance, asks them to run the same race— even though they have had different economic backgrounds, different educational, cultural, and social opportunities.
Página 91 - The most venerable image in their minds is the personage of Mohammed ; which to us is less tolerable : for the household and sheykhly virtues that were in him — mildness and comity and simplicity and good faith, in things indifferent of the daily life — cannot amend our opinion of the Arabian man's barbaric ignorance, his sleight and murderous cruelty in the institution of his religious faction ; or sweeten our contempt of an hysterical prophetism and polygamous living.
Página 60 - ... protests in Germany and Central Europe in this same period, the world was in urgent need of reinterpretation. From this perspective, they defied Marxist orthodoxy while deepening their belief that injustice and subjugation shape the lived world (Bottomore, 1984; Gibson, 1986; Held, 1980; Jay, 1973). Focusing their attention on the changing nature of capitalism, the early critical theorists analyzed the mutating forms of domination that accompanied this change (Agger, 1998; Gall, Gall, & Borg,...
Página 60 - Frustrated by forms of domination emerging from a post-Enlightenment culture nurtured by capitalism, these scholars saw in critical theory a method of temporarily freeing academic work from these forms of power. Impressed by critical theory's dialectical concern with the social construction of experience, they came to view their disciplines as manifestations of the discourses and power relations of the social and historical contexts that produced them. The "discourse of possibility...
Página 59 - ... knowledge, the kind of information and insight that upsets institutions and threatens to overturn sovereign regimes of truth. Critical theory is a term that is often evoked and frequently misunderstood. It usually refers to the theoretical tradition developed by the Frankfurt school, a group of writers connected to the Institute of Social Research at the University of Frankfurt. However, none of the Frankfurt school theorists ever claimed to have developed a unified approach to cultural criticism....
Página 133 - We see clocks, artificial fountains, mills and other similar machines which, though merely man-made, have nonetheless the power to move by themselves in several different ways ... I do not recognize any difference between the machines made by craftsmen and the various bodies that nature alone composes."19 61 Clockmaking in particular had attained a high degree of perfection by Descartes' time, and the clock was thus a privileged model for other automatic machines.
Página 91 - ... certain people, despising doubt, our modern crown of thorns. They do not understand our metaphysical difficulties, our self-questionings. They know only truth and untruth, belief and unbelief, without our hesitating retinue of finer shades. Semites are black and white not only in vision, but in their inner furnishing; black and white not merely in clarity, but in apposition. Their thoughts live easiest among extremes. They inhabit superlatives by choice. Sometimes the great inconsistents seem...