Format:
1 Online-Ressource (1 online resource)
ISBN:
9789460912788
Series Statement:
Educational Futures 45
Content:
Preliminary Material /Abraham P. DeLeon and E. Wayne Ross -- Anarchism, Sabotage, and the Spirit of Revolt /Abraham P. DeLeon -- Embattled Pedagogies /Nirmala Erevelles -- Ecojustice, Community-based Learning, and Social Studies Education /Rebecca A. Martusewicz and Gary R. Schnakenberg -- Why have School? /Rich Gibson -- Gumbo and Menudo and the Scraps of Citizenship /Anthony Brown and Luis Urrieta Jr. -- “The Concrete Inversion of Life” /Kevin D. Vinson , E. Wayne Ross and Melissa B. Wilson -- Critically Examining the Past and the “Society of the Spectacle” /Brad J. Porfilio and Michael Watz -- The Long Emergency /David Hursh -- Building Democracy through Education /William T. Armaline -- Critical Reflection in the Classroom /Wayne Au -- The Radical and Theoretical in Social Studies /Stephen C. Fleury.
Content:
“ A refreshing collection of essays that offers a range of critical and radical voices which are generally marginalized in the critical social studies ‘mainstream’ … This collection is a good read with valuable insights that can impact teaching practice.” — Canadian Social Studies - Canada’s National Social Studies Journal - Volume 45 Issue 1 Award: American Educational Studies Association (AERA) Critics Choice Book Award 2011 This edited collection begins with the assertion that there are emergent and provocative theories and practices that should be part of the discourse on social studies education in the 21st century. Anarchist, eco-activist, anti-capitalist, and other radical perspectives, such as disability studies and critical race theory, are explored as viable alternatives in responding to current neo-conservative and neo-liberal educational policies shaping social studies curriculum and teaching. Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension. This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles—where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide—to social studies education
Additional Edition:
ISBN 9789460912771
Additional Edition:
Erscheint auch als Druck-Ausgabe Critical Theories, Radical Pedagogies, and Social Education: New Perspectives for Social Studies Education Leiden Boston : Brill | Sense, 2010
Language:
English
DOI:
10.1163/9789460912788
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