Critical Pedagogy and Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response to "The Political Nuances of Narratives and an Urban Educator's Response"

Autor/inn/en	Monzó, Lilia; Morales, P. Zitlali
Titel	Critical Pedagogy and Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response to "The Political Nuances of Narratives and an Urban Educator's Response"
Quelle	In: Democracy & Education, 24 (2016) 1, Artikel 10 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Stellungnahme; Critical Theory; Democracy; Urban Education; Social Systems; Social Change; Citizen Participation; Poverty; Racial Bias; Gender Bias; Power Structure; Teaching Methods; Political Attitudes; Small Colleges; Private Colleges; Interviews + Suchen Sie Ihr Suchwort? Kritische Theorie; Demokratie; Stadtteilbezogenes Lernen; Social system; Soziales System; Sozialer Wandel; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Armut; Racial discrimination; Rassismus; Geschlechterstereotyp; Teaching method; Lehrmethode; Unterrichtsmethode; Political attitude; Politische Einstellung; College; Colleges; Oberschule; Privathochschule; Interviewing; Interviewtechnik
Abstract	In this response to "The Political Nuances of Narratives and an Urban Educator's Response," the authors applaud Pearman's critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served by the participation of every individual in society, we question that common sense coupling of democracy and capitalism and argue that this coupling is integral to the success of the ruling class to maintain the status quo. We find his work of critical importance such that teachers may create classroom contexts that enable students not only to desire to take part in civic responsibilities but also to feel capable of making important contributions that shape society, including challenging the relations of domination across antagonisms: poverty, racism, sexism, heterosexism, et cetera. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01