Critical Pedagogy and Race

Első borító
Zeus Leonardo
John Wiley & Sons, 2009. febr. 9. - 256 oldal

Critical Pedagogy and Race argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society.

  • A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators.
  • Builds a stronger engagement of race-based analysis in the field of critical pedagogy.
  • Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives.
  • Includes historical studies, and social justice ideas on activism in education.
  • Questions popular concepts, such as white privilege, color-blind perspectives, and race-neutral pedagogies.
 

Tartalomjegyzék

INTRODUCTION
1
Beyond the discourse of white privilege
37
2 Original Articles Whiteness and Critical Pedagogy Ricky Lee Allen Whiteness and Critical Pedagogy
53
A Freirean approach to critical raceLatCrit pedagogy
69
4 The Social Construction of Difference and the Quest for Educational Equality James A Banks The Social Construction of Difference and the Ques...
93
From policy to praxis David Gillborn Antiracism From policy to praxis
111
6 Critical Race Theory Afrocentricity and their Relationship to Critical Pedagogy Marvin Lynn Critical Race Theory Afrocentricity and their Relati...
127
7 Class Dismissed? Valerie ScatamburloDAnnibale Peter McLaren Class Dismissed? Historical materialism and the politics of difference
141
Critical race theory connects to critical pedagogy 1
159
Surveying the political terrain
175
The struggle over the legitimate knowledge of faculty of color
185
Wilson Harris and the pedagogical implications of the carnivalesque
205
Notes on Contributors
219
Index
223
Copyright

Más kiadások - Összes megtekintése

Gyakori szavak és kifejezések

A szerzőről (2009)

Zeus Leonardo is Visiting Associate Professor at University of California, Berkley. He was previously Associate Professor in the College of Education at California State University, Long Beach and Visiting Professor and Acting Director of the Center for Multicultural Education at University of Washington, Seattle. His previous publications include Charting New Terrains of Chicano(a)/Latino(a) Education (2000) and Ideology, Discourse, and School Reform (2003).

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