This volume highlights the importance of recognizing opposing conceptualizations of education¿some more educationally productive than others¿ and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as `the deep structure of educational thought¿, and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis.
This volume highlights the importance of recognizing opposing conceptualizations of education¿some more educationally productive than others¿ and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as `the deep structure of educational thought¿, and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis.
C. M. Mulcahy is Associate Professor in Reading and Language Arts, Central Connecticut State University, USA. Alongside her book, Marginalized Literacies (2010), she has published in Irish Educational Studies, Language and Cultural Diversity in Education (2005), Critical Literacy as Resistance (2008), and Transforming Schools (2013). D. E. Mulcahy is Assistant Professor and Director of Elementary Education, Department of Education, Wake Forest University, USA. His publications include Education in North America (co-editor, 2014), articles in Radical History Review (co-author) and The Educational Forum, and a chapter in The Praeger Handbook of Education and Psychology (2006). D. G. Mulcahy is Connecticut State University Professor and Professor in the School of Educaton and Professional Studies, Central Connecticut State University, USA. His publications include Knowledge, Gender, and Schooling (2002), The Educated Person (2008), and Education in North America (co-editor, 2014).
Inhaltsangabe
Acknowledgements 1. Introduction Part I: Autocratic Control and Subjugation 2. Evolving Aspirations from Local Community to Global Village 3. Centralization and Control in Chester Finn and the Fordham Institute Part Two: Knowledge and Understanding 4. General Education As Education For Knowledge and Understanding 5. Literacy As Pathway to Education for Knowledge and Understanding Part Three: Praxis: Autonomy, Democracy, and Transformation 6. Toward a Pedagogy of Praxis: Progressive Education and Critical Pedagogy 7. Implementing a Pedagogy of Praxis: Beyond Knowledge and Understanding Part Four: The Vocation to Become More Fully Human 8. Pedagogy and Purpose
Acknowledgements 1. Introduction Part I: Autocratic Control and Subjugation 2. Evolving Aspirations from Local Community to Global Village 3. Centralization and Control in Chester Finn and the Fordham Institute Part Two: Knowledge and Understanding 4. General Education As Education For Knowledge and Understanding 5. Literacy As Pathway to Education for Knowledge and Understanding Part Three: Praxis: Autonomy, Democracy, and Transformation 6. Toward a Pedagogy of Praxis: Progressive Education and Critical Pedagogy 7. Implementing a Pedagogy of Praxis: Beyond Knowledge and Understanding Part Four: The Vocation to Become More Fully Human 8. Pedagogy and Purpose
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