A01=Henry Giroux
Author_Henry Giroux
border
Border Pedagogy
Category=JBCC
Category=JNA
Classroom Social Relations
critical
Critical Attentiveness
Critical Historical Consciousness
Critical Pedagogy
critical theory education
critique of technocratic schooling
cultural
cultural difference classroom
Cultural Studies Theorists
democratic
Democratic Public Life
Democratic Public Sphere
Developing School Curricula
Dominant Educational Discourses
Dominant Educational Theory
Dominant School Culture
Emancipatory Authority
emancipatory learning
Emancipatory View
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eq_nobargain
eq_non-fiction
eq_society-politics
Frankfurt School
Frankfurt School's Notion
Frankfurt School’s Notion
Future Human Community
Henry A. Giroux
Human Suffering
Insurgent Multiculturalism
Knowledge Acquisition
life
Penn State University
postmodern educational analysis
Postmodern Feminism
practices
public
public intellectuals education
radical
Radical Educational Theorists
social
social justice curriculum
studies
Technocratic Rationality
White America
Product details
- ISBN 9780813332741
- Weight: 453g
- Dimensions: 152 x 229mm
- Publication Date: 22 Feb 1997
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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Henry A. Giroux is one of the most respected and well-known critical education scholars, social critics, and astute observers of popular culture in the modern world. For those who follow his considerably influential work in critical pedagogy and social criticism, this first-ever collection of his classic writings, augmented by a new essay, is a must-have volume that reveals his evolution as a scholar. In it, he takes on three major considerations central to pedagogy and schooling.The first section offers Giroux's most widely read theoretical critiques on the culture of positivism and technocratic rationality. He contends that by emphasizing the logic of science and rationality rather than taking a holistic worldview, these approaches fail to take account of connections among social, political, and historical forces or to consider the importance of such connections for the process of schooling.In the second section, Giroux expands the theoretical framework for conceptualizing and implementing his version of critical pedagogy. His theory of border pedagogy advocates a democratic public philosophy that embraces the notion of difference as part of a common struggle to extend the quality of public life. For Giroux, a student must function as a border-crosser, as a person moving in and out of physical, cultural, and social borders. He uses the popular medium of Hollywood film to show students how they might understand their own position as partly constructed within a dominant Eurocentric tradition and how power and authority relate to the wider society as well as to the classroom.In the last section, Giroux explores a number of contemporary traditions and issues, including modernism, postmodernism, and feminism, and discusses the matter of cultural difference in the classroom. Finally, in an essay written especially for this volume, Giroux analyzes the assault on education and teachers as public intellectuals that began in the Reagan-Bush era and continues today.
Henry A. Giroux is a professor at the School of Education at Pennsylvania State University.
