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Pedagogy of the Oppressed

New York: Bloomsbury Academic. Edited by Myra Bergman Ramos, Donaldo P. Macedo & Ira Shor (1970)

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  1. Act of ethics: A special section on ethics and global activism.William S. Lynn - 2003 - Ethics, Place and Environment 6 (1):43 – 46.
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  • Inserting the ‘Race’ into Critical Pedagogy: An analysis of ‘race‐based epistemologies’.Marvin Lynn - 2004 - Educational Philosophy and Theory 36 (2):153–165.
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  • The Learning is In‐between: The search for a metalanguage in Indigenous education.Neil Harrison - 2005 - Educational Philosophy and Theory 37 (6):871–884.
    Following the first significant research into Indigenous methods of learning, it was argued that Indigenous students could learn western knowledge using Indigenous ways of learning. Subsequent research contradicted this finding to take the position that Indigenous students must learn western knowledge using western methods and so this set the scene for the development of a pedagogy where Indigenous students could learn how to learn. Theorists in Indigenous education began to search for a metalanguage. Crosscultural theorists have perceived this metalanguage in (...)
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  • Pretend play as a life-span activity.Artin Göncü & Anthony Perone - 2005 - Topoi 24 (2):137-147.
    Arguing against the dominant developmental theories (e.g., Piaget, 1945; Vygotsky, 1978) stating that pretend play is limited to early childhood, we illustrate that pretend play is an adaptive human activity of adulthood as well as childhood. We advance this argument on three levels. First, we offer an analysis of why the discipline of developmental psychology in the Western world considered play only as an activity of childhood by neglecting to explore whether or how pretend play exists during adulthood. Second, we (...)
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  • Respecting children's voices: Shared sentiments in the work of Waksler, Lather, and laban. [REVIEW]Maureen Connolly - 1993 - Human Studies 16 (4):457 - 467.
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  • Iris young. Throwing like a girl and other essays in feminist philosophy and social theory response and commentary.Maureen Connolly - 1994 - Human Studies 17 (4):463 - 469.
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  • Serving the homeless and low-income communities through business & society/business ethics class projects: The university of wisconsin-Madison plan. [REVIEW]Denis Collins - 1996 - Journal of Business Ethics 15 (1):67 - 85.
    For several years, MBA students enrolled in a Business & Society/Business Ethics class at the University of Wisconsin-Madison have been volunteering their services at homeless shelters and in low-income communities. Students also work with low-income residents and relevant stakeholders on evolutionary team projects aimed at improving living conditions in low-income communities. These projects include starting a grocery co-op, credit union, day-care center, job training center and a transportation business. In addition, student groups develop service networks that link low-income communities with (...)
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  • Content and process in curriculum construction.L. F. Claydon - 1974 - Educational Philosophy and Theory 6 (2):43–53.
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  • Wo es war: Psychoanalysis, marxism, and subjectivity.Daniel Cho - 2007 - Educational Philosophy and Theory 39 (7):703–719.
    Subjectivity, for Descartes, emerged when he doubted the veracity of his knowledge. Instead of truth, he counted this knowledge to be inherited myth. Cartesian subjectivity has been helpful for forming a critical education predicated on doubting ideology and hegemony. But Marx indicates a very different kind of knowledge in his analysis of capitalism. This knowledge cannot be doubted because we do not acknowledge it in the first place. For a Marxian critical education a different ground must be found for subjectivity. (...)
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  • The concept of consciousness: The unitive meaning.Thomas Natsoulas - 1994 - Journal for the Theory of Social Behaviour 24 (4):401-24.
    This is the fifth of a series of six articles examining respectively the six concepts of consciousness identified in the main entries of the Oxford English Dictionary under the word. I call the concept of consciousness5 the unitive meaning because it is said to refer to the totality of mental-occurrence instances that constitute a person's conscious being. The present article consists mainly of an effort to answer the question of which totality of mental-occurrence instances it is to which the fifth (...)
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  • A Cross-Cultural Dialogue on Health Care Ethics.Joan Anderson, Arthur Blue, Michael Burgess, Harold Coward, Robert Florida, Barry Glickman, Barry Hoffmaster, Edwin Hui, Edward Keyserlingk, Michael McDonald, Pinit Ratanakul, Sheryl Reimer Kirkham, Patricia Rodney, Rosalie Starzomski, Peter Stephenson, Khannika Suwonnakote & Sumana Tangkanasingh (eds.) - 2006 - Wilfrid Laurier Press.
    The ethical theories employed in health care today assume, in the main, a modern Western philosophical framework. Yet the diversity of cultural and religious assumptions regarding human nature, health and illness, life and death, and the status of the individual suggest that a cross-cultural study of health care ethics is needed. A Cross-Cultural Dialogue on Health Care Ethics provides this study. It shows that ethical questions can be resolved by examining the ethical principles present in each culture, critically assessing each (...)
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