The practical critical educator. Critical inquiry and educational practice.

Sonst. Personen	Cooper, Karyn (Hrsg.)
Titel	The practical critical educator. Critical inquiry and educational practice.
Quelle	Dordrecht u.a.: Springer (2006), XXIII, 207 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-4020-6648-1; 978-1-4020-6648-1
DOI	10.1007/1-4020-4473-9
Schlagwörter	Bildung; Bildungstheorie; Demokratische Bildung; Kritikfähigkeit; Kritische Pädagogik; Führung; Öffentliche Erziehung; Aktionsforschung; Bildungssoziologie; Gesellschaft; Identität; Urteilsbildung; Schule; Schuljahr 03; Lehrer; Schüler; Disziplin (Ordnung); Lernen; Curriculum; Außerschulisches Lernen; Unterricht; Geschlecht; Kritische Theorie; Verantwortung; Demokratisierung; Pluralismus; Rassismus; Beruf
Abstract	Critical pedagogy is a field of theory and practice which has the potential to inspire thoughtful, committed teachers to make real differences for their most vulnerable students and, by doing so, extending social justice far beyond their students and into the larger society. This text is about being sensitive to, respecting and honouring differences among individuals and groups of individuals. The editors ask how one begins to connect the professional lives of educators with a Critical democratic practice for the pluralistic milieu of the twenty-first century. While the editors of this volume come from different educational disciplines - that is, literacy and educational administration - they share common philosophies, common educational practices and common educational goals premised upon a democratic Critical education. However different these vantage points may appear, they are both rooted in the desire for positive social change. It is this critical component that continuously asks: Who benefits? In whose interests are changes being effected? What are the power differentials? Are there hidden agendas? Hidden curriculums? Null curriculums? The book aims to address these concerns, through lived experiences of those involved in creating positive change. Through an integrated framework of Critical literacy, Critical learning and Critical leadership, some of the more prevalent and pernicious problems of humanity can be identified, engaged and rectified. Through concrete examples, the editors promote the concept that every educator, including students, can become agents of change. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2