When Schools Become Dead Zones of the Imagination: A Critical Pedagogy Manifesto

Autor/in	Giroux, Henry A.
Titel	When Schools Become Dead Zones of the Imagination: A Critical Pedagogy Manifesto
Quelle	In: Policy Futures in Education, 12 (2014) 4, S.491-499 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2014.12.4.491
Schlagwörter	Educational Change; Public Education; Politics of Education; Democratic Values; Social Influences; Political Issues; Social Bias; Moral Values; Social Justice + Suchen Sie Ihr Suchwort? Bildungsreform; Öffentliche Erziehung; Educational policy; Bildungspolitik; Sozialer Einfluss; Politischer Faktor; Moral value; Ethischer Wert; Soziale Gerechtigkeit
Abstract	This article examines the so-called new school reform movement led by a host of right-wing ideologues, billionaires, and foundations. It argues that instead of being reformers, the latter are part of a counter-revolution in American education to dismantle public schools not because they are failing but because they are public and make a claim, however deficient, to serve the public good. Not only have these non-reformers pushed for classroom practices that are utterly instrumental and reductionistic, they have turned American public schools into disimagination machines divorced from any viable notion of democratic governance and values. They kill the imagination of teachers and students by confusing education with training and teaching with mind-numbing instrumental practices. In opposition to these non-reforms, the article argues for schools as democratic public spheres and develops a theoretical architecture for developing elements of a critical pedagogy that offer a direct challenge to the notion of schools as dead zones engaged in mostly training and testing students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10