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008 180214s2018 ne a sb 000 0 eng d
020 _a9789463511018
_q(electronic book)
020 _z9789463511001
_q(print)
024 7 _a10.1163/9789463511018
_2DOI
035 _a(OCoLC)1023033225
040 _aNL-LeKB
_cNL-LeKB
_erda
043 _an-us---
050 4 _aLC196.5.U6
_bV65 2018
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370.11/5
_223
245 0 0 _aVoicing the silences of social and cognitive justice :
_bDartmouth dialogues /
_cedited by João M. Paraskeva and Elizabeth Janson, University of Massachusetts Dartmouth, USA.
264 1 _aRotterdam, The Netherlands :
_bSense Publishers.
264 4 _cc2018.
300 _a1 online resource (xvii, 220 pages) :
_billustrations.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aOn (de)coloniality: curriculum, within and beyond the west ;
_vv. 2
504 _aIncludes bibliographical references.
505 0 0 _tFront Matter --
_tCopyright page --
_tSeries Introduction /
_rJoão M. Paraskeva --
_tWhat Happened to Critical Theory? /
_rJoão M. Paraskeva --
_tCommodifying Children /
_rCarmelia Silva and Elizabeth Janson --
_tRemembering Sadie: Transformation and Prison-Based Humanistic Education /
_rDebbie Sonu --
_tThe Loss of Direction In U.S. Education /
_rIsaya Odiembo --
_tFostering Students’ Affiliation to the Urban Science Classroom /
_rGeorge Sirrakos --
_tFinding Democracy’s Place in Discipline /
_rJoel A. Singer --
_tNot So Romantic for Men /
_rDennis S. Gouws --
_tA QUALITATIVE, PHENOMENOLOGICAL STUDY-IN-PROGRESS /
_rShelly A. Ferreira --
_tTeacher Perceptions of the Alternative Proficiency Assessment /
_rErika Buitragoand and Steven Locascio --
_tYou can’t Buy Intelligence /
_rJillian Yates.
506 _aAvailable to subscribing member institutions only.
520 _aVoicing the Silences of Social and Cognitive Justice: Dartmouth Dialogues represents another transformative dialogue that results from a political project that was designed to prepare critical, transformative leaders, policy makers, and analysts in South Coast Massachusetts. In this volume, a diverse group of scholars debates crucial issues within and beyond our field, in an effort to help develop a multiplicity of analyses dissecting the challenges facing a strong epistemologically just theory and pedagogy of society. The volume explores why it has been historically difficult to produce a hegemonic critical theory and pedagogy of society. The volume also examines how social justice has been de-politicized from the cultural politics of everyday life through teacher-proof curricula that ‘forces’ a segregated uniformity; examines the multi-dimensional nature of language within relationships of power and discourses of reproduction, production, and resistance; unpacks how democracy has been challenged by an eugenic educational system; dissects the impact of corporate models of education on learning processes; examines how the use of zero tolerance policies in the U.S.’s public schools has led to the criminalization of non-violent acts within the nation’s public schools, thereby creating oppressed student populations; unveils how alternative proficiency assessment is not a good measure of student progress; and dissects the rationale behind standardized testing and its corresponding profits, suggesting other motives for high-stakes testing mandates. “In these challenging times, João Paraskeva and Elizabeth Janson’s book lifted me up with its sharp theoretical and historical critique of education from elementary schools through doctoral programs. Every chapter provided original critiques of the dominant neoliberal approach to organizing schools and society and provided ideas for how to challenge anti-intellectualism and neoliberalism. As a long time teacher of every level and subject, I appreciated the empirical research and detailed narrative descriptions of programs and classes. I know I will keep the book nearby as I reread chapters helping me to both expand my theoretical critique and critical practice. A must read for all educators really committed with critical transformative leadership.” – David Hursh, Warner Graduate School of Education, University of Rochester, Rochester, NY, author of, most recently, The End of Public Schools: The Corporate Reform Agenda to Privatize Education
650 0 _aCritical pedagogy
_zUnited States.
650 0 _aSocial justice
_zUnited States.
650 0 _aEducational sociology
_zUnited States.
650 7 _aCritical pedagogy.
_2fast
650 7 _aEducational sociology.
_2fast
650 7 _aSocial justice.
_2fast
651 7 _aUnited States.
_2fast
700 1 _aParaskeva, João M.
700 1 _aJanson, Elizabeth.
776 0 8 _iPrint version:
_tVoicing the Silences of Social and Cognitive Justice: Dartmouth Dialogues
_dLeiden, Boston : Brill | Sense, 2018,
_z9789463511001
830 0 _aOn (De)Coloniality: Curriculum Within and Beyond the West
_v2.
830 0 _aEducational Research E-Books Online, Collection 2018, ISBN: 9789004375666.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789463511018
999 _c34411
_d34411