Pedagogy and the University: Critical Theory and PracticeBloomsbury Publishing, 13 июн. 2006 г. - Всего страниц: 200 The question of what form of pedagogy should be used at university is a complex and important one. So too is the question of how the contemporary university should develop. In this book Monica McLean advances fresh and lucid arguments concerning both. Drawing on the theories of Jurgen Habermas, she demonstrates how these two apparently disparate questions are in fact closely linked. In the process McLean provides unique insights into the relationship between macro- and micro- issues in higher education. |
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... institutions can contribute to the transformation of society by establishing practices which exemplify democratic ideals. For Giroux,4 education is a part of the public sphere in which the struggles of cultural production occur, so for ...
... institutions can contribute to the transformation of society by establishing practices which exemplify democratic ideals. For Giroux,4 education is a part of the public sphere in which the struggles of cultural production occur, so for ...
Стр. 5
... institutional conditions in which critical pedagogy might flourish. The final chapter draws together the main themes of the book and argues for the desirability and feasibility of critical pedagogy. As a final note that refers to the ...
... institutional conditions in which critical pedagogy might flourish. The final chapter draws together the main themes of the book and argues for the desirability and feasibility of critical pedagogy. As a final note that refers to the ...
Стр. 10
... institutions, and even human happiness' (1997, p. 45). To this end his theory is bold and comprehensive. He provides the broadest of canvasses, a theoretical frame founded on a clearly stated political agenda: society based on equality ...
... institutions, and even human happiness' (1997, p. 45). To this end his theory is bold and comprehensive. He provides the broadest of canvasses, a theoretical frame founded on a clearly stated political agenda: society based on equality ...
Стр. 15
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Содержание
1 | |
7 | |
3 Sociohistorical options and constraints | 23 |
4 Accounting for pedagogic quality | 40 |
5 Pedagogic justice | 59 |
6 Student experience as the development of communicative reason | 78 |
7 Intellectualizing university teaching and student learning | 106 |
8 Creating the environment for critical pedagogy | 128 |
9 University pedagogy for justice communication and reason | 159 |
References | 171 |
185 | |
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