Deschooling Society: Re-Examining Ivan Illich's Contributions to Critical Pedagogy for 21st Century Curriculum Theory

Autor/inn/en	Varbelow, Sonja; Griffith, Bryant
Titel	Deschooling Society: Re-Examining Ivan Illich's Contributions to Critical Pedagogy for 21st Century Curriculum Theory
Quelle	(2012), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Curriculum Research; Educational Theories; Models; Educational Practices; Critical Theory; Role of Education; Educational History; Educational Philosophy + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Bildungspraxis; Kritische Theorie; Bildungsauftrag; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This paper re-examines Ivan Illich's ideas as expressed in his seminal work "Deschooling Society" from a 21st century point of view. It explores the validity of his ideas for our current education system. Illich's work was published at the time of a paradigm shift in curriculum theory which resulted in the development of Reconceptualization and Reproduction Theory. Therefore, the paper examines Illich's influence on Critical Pedagogy as the major theory of this paradigm shift. The purpose of this paper is to determine which aspects of "Deschooling Society" and Critical Pedagogy are useful for curriculum theory today and how they can be applied. The methodology used is theoretical analysis. The findings will show that all of Illich's concerns are still valid today, some so with increased urgency. However, they cannot be remedied today in the ways suggested by Illich when the work was originally published. The paper concludes by applying Illich's underlying notions of humanism and responsibility for oneself and others to curriculum theory today. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10