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Theory and resistance in education: a pedagogy for the opposition

South Hadley, Mass.: Bergin & Garvey (1983)

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  1. Equality, Citizenship and Segregation: A defense of separation.Michael S. Merry - 2013 - New York: Palgrave Macmillan.
    In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of voluntary separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The position I (...)
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  • Giving Teaching Back to Education: Responding to the Disappearance of the Teacher.Gert J. J. Biesta - 2012 - Phenomenology and Practice 6 (2):35-49.
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  • Literacy as a tool of civic education and resistance to power.Ol’ga Zápotočná - 2012 - Human Affairs 22 (1):17-30.
    This paper discusses literacy as a socio-political phenomenon from the perspective of several relatively independent educational discourses. The first is critical education theory and research revealing the hidden mechanisms by which education policies act in the interests of a global market economy. The second is the perspective of critical pedagogy scholars on contemporary educational challenges, who offer responses similar to those discussed in current discourse on informal civic education. The third is the heated discussion of high-stakes literacy testing (related to (...)
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  • Palestinian Educational Philosophy Between Past and Present.Denise Asaad - 2000 - Studies in Philosophy and Education 19 (5/6):387-403.
    The article discuses the education issue as a central and decisive factor inshaping, reproducing and representing individual and collective identity.I present the Palestinian case study because the Palestinian people are atthe present in a very critical period of constructing their national identityand education is part of the nation-building project. I have chosen to studytwo periods in the life of Palestinians, 1972 during the revolution and thepresent 1999 the start of the establishment of an independent Palestinianentity and to examine how the (...)
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  • Local Control as a Mechanism of Colonization of Public Education in the United States.Heinz-Dieter Meyer - 2010 - Educational Philosophy and Theory 42 (8):830-845.
    Colonization of public education—the process by which schools are overwhelmed and penetrated by non-educational imperatives—is usually believed to be caused by capitalism and the hegemonic ideological structures it produces. In this paper I argue that in the case of the United States an additional mechanism produces strong colonizing effects: the institution of local control. In the context of contemporary institutional conditions, local control is the lynch-pin for the production of socio-economic segregation, cumulative disadvantages, and the mythology of popular control disguising (...)
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  • (1 other version)Actions following words: Critical race theory connects to critical pedagogy.Laurence Parker & David O. Stovall - 2004 - Educational Philosophy and Theory 36 (2):167–182.
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  • Paradoxical Education: Learning to Unlearn What We Think We Have Learned.Zachary Isrow - 2021 - World Journal of Education and Humanities 3 (3):57-65.
    There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is missing from (...)
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  • Educational Justice: Liberal ideals, persistent inequality and the constructive uses of critique.Michael S. Merry - 2020 - New York: Palgrave Macmillan.
    There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...)
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  • Conducting Hermeneutic Research in International Settings: Philosophical, Practical, and Ethical Considerations.Charlene A. VanLeeuwen, Linyuan Guo-Brennan & Lori E. Weeks - 2017 - Journal of Applied Hermeneutics 2017 (1).
    Hermeneutics has been theorized and applied as a philosophical framework and interpretive research methodology which pays particular attention to linguistic, social, cultural, and historical contexts to understand the life world and human experiences. While adopted as a qualitative research approach in the fields of education, nursing, psychology, and legal studies, its use is emerging in other human service disciplines. The rich philosophical and theoretical legacy embedded in this research methodology often presents unique challenges and a steep learning curve for researchers, (...)
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  • The Origins of Critical Theory in Education: Fabian Socialism as Social Reconstructionism in Nineteenth-Century Britain.James A. McKernan - 2013 - British Journal of Educational Studies 61 (4):1-17.
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  • An Interpretation of the Educational Process from the Perspective of Kant's Philosophy of History and Legal-Political Theory.Milica Smajevic Roljic - 2021 - In Igor Cvejić, Predrag Krstić, Nataša Lacković & Olga Nikolić (eds.), Liberating Education: What From, What For? Institute for Philosophy and Social Theory, University of Belgrade. pp. 83-100.
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  • (1 other version)Imagining Critical Cosmic Pedagogy nested within Critical Pedagogy.I. Isaacs Tracey - 2015 - Философия И Космология 14 (1):161-172.
    The infinite problems attendant with mass public schooling requires evermore resilient and innovative theories to buttress an account of education that is socially defensible. While educational inequality could previously be attributed to developing nations due to their economic underdevelopment, developed nations too, with growing rapidity have to confront their internal burgeoning crises in education. It is against this backdrop that I focus on the possibility of expanding a notion of critical pedagogy by nesting the concept of cosmic pedagogy therein. As (...)
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  • Marcuse's critical theory as related to social education : a critical examination towards the development of a philosophical foundation of social education adequate to the North American context.Michael I. Chervin - unknown
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  • Gramscian Thought and Brazilian Education.Rosemary Dore - 2009 - Educational Philosophy and Theory 41 (6):712-731.
    In the history of Brazilian education, it is only since the 1980s, during the redemocratization of Brazil, that proposals for public education in a socialist perspective have been presented. The past two decades have been marked by a growing interest in Gramscian thought, mainly in the educational field, making possible the elaboration of proposals for public school organization in Brazil. However, intellectuals and pedagogues in Brazil have confused the Gramscian ‘unitary school’ with what is known in Brazil as the ‘polytechnical (...)
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  • Education and the concept of commons. A pedagogical reinterpretation.Morten Timmermann Korsgaard - 2019 - Educational Philosophy and Theory 51 (4):445-455.
    This paper explores the concepts of commons and commoning from an educational vantage point. These concepts point to places and activities that are shared, communal and un-privatised, in other words they point to places and practices not yet enclosed or appropriated by capital and market logics. Education is certainly a place and an activity that is increasingly being enclosed and appropriated by these logics, but at the same time education seems to always find ways of escaping this enclosure, and teachers (...)
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  • Ideology and the ‘Multitude of the Classroom’: Spinoza and Althusser at school.Ian Leask - 2018 - Educational Philosophy and Theory 50 (9):858-867.
    This paper approaches the question of Spinoza and education via the work of Louis Althusser. One important aim is to show how Spinoza’s description of the imagination underpins Althusser’s description of the ideological ‘infrastructure’ of educational practices and institutions. To achieve this, I begin by addressing Spinoza’s treatment of the physiological foundation of the imagination: by showing that the realm of ‘individual consciousness’ is more like the effect of an anonymous field, or process, Spinoza, we see, becomes a kind of (...)
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  • Emotional capital and education: Theoretical insights from Bourdieu.Michalinos Zembylas - 2007 - British Journal of Educational Studies 55 (4):443-463.
    This article seeks to explore existing conceptualisations of emotional capital in educational research, and to undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers' and students' emotional practices. Drawing from Bourdieu's work, I offer a theoretical discussion of how emotional capital as a conceptual tool suggests a historically situated analysis of the often unrecognised mechanisms and emotion norms serving to maintain certain 'affective economies'. This point is made in reference to a brief discussion (...)
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  • Multimedia Knowledge and Culture Production: On the Possibility of a Critical and Ethical Pedagogy Resulting From the Current Push for Technology in the Classroom.David S. McCurry - 2000 - Bulletin of Science, Technology and Society 20 (2):100-105.
    Demands for standardization and accountability as systemic cures for perceived ills in the education system are paralleled by a public and private sector promotion of technology integration as one pedagogical solution. The general critique of education and of technology in society has developed as two related yet separate threads in critical inquiry and discussion. As electronic forms of media and communication are becoming pervasive in society in general, solutions to long-standing educational dilemmas that mirror problems in society at large need (...)
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  • Reading Giroux Through a Deweyan Lens: pushing Utopia to the outer edge.George Demetrion - 2001 - Educational Philosophy and Theory 33 (1):57-76.
    … power is never uni dimensional; it is exercised not only as a mode of domination, but also as an act of resistance or even as an expression of a creative mode of cultural and social production outside the immediate force of domination.The point is important in that the behavior expressed by subordinate groups cannot be reduced to a study of domination or resistance.Clearly, in the behavior of subordinate groups there are moments of cultural and creative expression that are informed (...)
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  • Textbooks, and Democracy.Laura Elizabeth Pinto - forthcoming - Journal of Thought.
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  • DIS/Empowering pursuits: The promise of literacy and the patterns of school practice. [REVIEW]Gunilla Holm, Julie Kaufman & Paul Farber - 1995 - Studies in Philosophy and Education 14 (1):63-74.
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  • (1 other version)The Obliteration of Truth by Management: Badiou, St. Paul and the question of economic managerialism in education.Anna Strhan - 2010 - Educational Philosophy and Theory 42 (2):230-250.
    This paper considers the questions that Badiou's theory poses to the culture of economic managerialism within education. His argument that radical change is possible, for people and the situations they inhabit, provides a stark challenge to the stifling nature of much current educational debate. In Saint Paul: The Foundation of Universalism, Badiou describes the current universalism of capitalism, monetary homogeneity and the rule of the count. Badiou argues that the politics of identity are all too easily subsumed by the prerogatives (...)
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  • Possibilities for critical social theory and Foucault’s work: a toolbox approach.Elizabeth Manias & Annette Street - 2000 - Nursing Inquiry 7 (1):50-60.
    Possibilities for critical social theory and Foucault’s work: a toolbox approach The benefits and constraints of philosophical frameworks using the work of Michel Foucault and critical social theorists, such as Fay, Giroux and McLaren, are examined in the light of their traditions. The reasons nurse researchers adopt these frameworks are explored, as are the tensions between the respective theories. A complementary ‘toolbox’ approach to the research process addresses some of the theoretical and methodological challenges presented by each framework. Such an (...)
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  • The relevance of Habermas' communicative turn.J. Masschelein - 1991 - Studies in Philosophy and Education 11 (2):95-111.
    This paper points out the way in which ‘educational’ and ‘communicative action’ are to be related. It is shown that earlier attempts to put Habermas’ ideas to use have led to a dead end because they do not realize clearly that the new basic notion introduced by Habermas, namely ‘communicative action’, is the expression of a ‘communicative turn’. It is argued that Habermas' concept expresses a radical new attempt to grasp the intersubjective character of social action. Next implications of this (...)
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  • Adorno on Education or, Can Critical Self-Reflection Prevent the Next Auschwitz?Daniel Cho - 2009 - Historical Materialism 17 (1):74-97.
    This article presents Theodor W. Adorno's concept of education, the basis of which is critical self-reflection. It argues that a close reading of Adorno's various writings on education yields a theory of critical self-reflection that is not simply introspection but an analysis of the social totality. Beginning with Adorno's assessment of education within capitalism – which is always a critique of capitalism itself – the article moves through his concept of critical self-reflection, and concludes by reassessing his claim that an (...)
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  • (1 other version)The financialisation of business ethics.Armin Beverungen, Stephen Dunne & Casper Hoedemaekers - 2012 - Business Ethics: A European Review 22 (1):102-117.
    Business schools have become implicated in the widespread demonisation of the financial classes. By educating those held most responsible for the crisis – financial traders and speculators – they are said to have produced ruthlessly talented graduates who have ambition in abundance but little sense for social responsibility or ethics. This ethical lack thrives upon the trading floor within a compelling critique of the complicity of the pedagogy of the business school with the financial crisis of the global economy. An (...)
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  • Gender, design and education : the politics of voice.Tiiu Vaikla Poldma - unknown
    The purpose of this study is to investigate a series of issues around the primary theme of value constructions and the ways that these influence the construction of interior spaces and impact on its occupants. The ways in which knowledge is disseminated currently in our society and the noticeable absence of the female voice in that knowledge construction is perpetuated in social relations. Spatial designs create an envelope that formalizes these relations and create symbols of' status, hierarchy and power at (...)
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  • (1 other version)Reflections on the Umbrella Movement: Implications for civic education and critical thinking.Joe Y. F. Lau - 2019 - Educational Philosophy and Theory 51 (2):163-174.
    The 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as ‘action civics,’ offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the (...)
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  • Investigating philosophical discussion with children as co-researchers : a case story of doing educative research using collaborative philosophical inquiry.Judy A. Kyle - unknown
    This thesis is about an investigation of how children with philosophical experience use philosophical discussion as a way of doing research. A Lawrence Stenhouse description of 'research' as "systematic and sustained enquiry made public" served as my starting point for what to count as 'research'. As an interpretive case story of children participating in research as co-researchers, this research is about how I engaged in an after-school Discussion Research Group co-research project with seventeen volunteer students from my Philosophy for Children (...)
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  • Teacher education as a counterpublic sphere: Radical pedagogy as a form of cultural politics.Henry A. Giroux & Peter Mclaren - 1987 - Philosophy and Social Criticism 12 (1):51-69.
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  • The Birth of a New Paradigm: Rethinking Education and School Leadership with a Metamodern ‘Lens’.Gokhan Kilicoglu & Derya Kilicoglu - 2019 - Studies in Philosophy and Education 39 (5):493-514.
    Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with modernism, ontologically between modernism and historically beyond modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today’s cultural and intellectual developments which are (...)
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  • Controversial Issue Instruction in Context: A Social Studies Education Response to the Problem of the Public.Thomas Misco - 2014 - Education and Culture 30 (2):47-59.
    At the end of The Public and Its Problems , John Dewey alighted upon the “the problem of the public,” which is the improvement of the “methods of debate, discussion, and persuasion” . Given Dewey’s conception of democracy, one which is squarely focused on communicated experiences and beginning in conversation , the problem of the public is congruent with the problem of democracy . The vibrancy of democratic citizens in terms of their decision-making and efforts toward improving the common good (...)
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  • Narrativa, mundo sensible y educación docente / Narrative, the Realm of Sensitivity and Teacher Education.Maria Marta Yedaide & Luis Gabriel Porta Vázquez - 2017 - Estudios de Filosofía Práctica E Historia de Las Ideas 19:1-13.
    Los recorridos particulares de la investigación en el ámbito local de los Profesorados nos han conducido—primero paulatinamente y luego con asertividad y firmeza—a recuperar los atributos de lo que llamaremos mundo sensible y que impregnan neurálgicamente las prácticas y discursos sobre la enseñanza y su sentido. El método biográfico-narrativo constituyó originalmente una puerta de entrada a las vocaciones profesionales-vitales de profesores distinguidos primero y de los colectivos académicos luego; en todos los casos se hizo imposible comprender la subjetividad docente sin (...)
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  • Paradigms of Theory and Practice in Teacher and Theological Education.Arch Chee Keen Wong - 2016 - British Journal of Educational Studies 64 (3):295-313.
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  • Secretary Paulo Freire and the democratization of power: Toward a theory of transformative leadership.Eric J. Weiner - 2003 - Educational Philosophy and Theory 35 (1):89–106.
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  • Big battles for small gains: a cautionary note for teaching reflective processes in nursing and midwifery practice.Bev Taylor - 1997 - Nursing Inquiry 4 (1):19-26.
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  • Paulo Freire and political correctness.Peter Roberts - 1997 - Educational Philosophy and Theory 29 (2):83–101.
    This paper addresses the issue of political correctness from a Freirean point of view. An identification of the range of areas to which the label ‘political correctness’ has been applied reveals a confusingly multifaceted term. The author concentrates on the key characteristics of intolerance, conformity, the impeding of questioning and criticism, the stifling of debate, and the denial of alternatives. Thus defined, ‘political correctness’ has no place in Freirean education.
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  • (1 other version)The financialisation of business ethics.Armin Beverungen, Stephen Dunne & Casper Hoedemaekers - 2012 - Business Ethics, the Environment and Responsibility 22 (1):102-117.
    Business schools have become implicated in the widespread demonisation of the financial classes. By educating those held most responsible for the crisis – financial traders and speculators – they are said to have produced ruthlessly talented graduates who have ambition in abundance but little sense for social responsibility or ethics. This ethical lack thrives upon the trading floor within a compelling critique of the complicity of the pedagogy of the business school with the financial crisis of the global economy. An (...)
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