advanced critical theory in education
autonomous
Autonomous Chooser
Bourdieu theory application
Bureaucratic Rationality
Category=JNA
Changing Terrains
chooser
Contemporary Societies
Critical Intellectual
Critical Pedagogy
Critical Pedagogy Tradition
Critical Thinking Framework
Determinate Negation
Educational Policy Studies
educational sociology
Enlightenment Message
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eq_society-politics
Foucauldian analysis
frankfurt
Frankfurt Critical Theory
Frankfurt School
Freire 1970a
Good Life
Govern Mentality
instrumental
intellectual
Jakob Bohme
Kathy Hytten
knowledge
Leiden University
pedagogy
Performative Subjectivity
politics
Postcolonial Theory
postmodern pedagogy
power relations in schooling
rationality
school
social justice education
Social Reproduction
Technocratic Thinking
Vice Versa
West Germany
Product details
- ISBN 9780415922401
- Weight: 500g
- Dimensions: 152 x 229mm
- Publication Date: 16 Mar 1999
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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This book examines critical theories in education research from various points of view in order to critique the relations of power and knowledge in education and schooling practices. It addresses social injustices in the field of education, while at the same time questioning traditional standards of critical theory. Drawing on recent social and literary criticism, this collection identifies conversations across disciplines that address the theoretical and methodological challenges in educational debate. "Critical Theories in Education" offers a rethinking of Marxist theories of education, joining issues of teaching and pedagogy with issues of the state and economy, social movements, literary criticism, pragmatism and postcolonialism.
Thomas S. Popkewitz is Professor and Chair of the Department of Curriculum and Instruction, University of Wisconsin, Madison. He is co-editor of Foucault'sChallenge: Discourse, Knowledge, and Power in Education (1998) and author of Struggling for the Soul: ThePolitics of Education and the Construction of the Teacher (1998) and A Political Sociology of Education Reform:Power/Knowledge and Power in Teaching, Teacher Education,and Research (1991). Lynn Fendler is a doctoral candidate in the Department of Curriculum and Instruction, University of Wisconsin, Madison.
