000			03502nam a2200409 i 4500
005			20250918234830.0
008			140618s2013 nyu b a001 0 eng
020			_a9780415886109 (hbk.) _cRM89.77
020			_a0415886104 (hbk.)
020			_a9780415886116 (pbk.)
020			_a0415886112 (pbk.)
039		9	_a201406251645 _bzaina _y06-18-2014 _zzabidah
040			_aDLC _beng _erda _cDLC _dBTCTA _dYDXCP _dOCLCO _dBWX _dCDX _dMNT _dNGU _dVRC _dA7U _dOCLCQ _dOCLCF _dUKM
090			_aLC196.C496
090			_aLC196 _b.C496
100	1		_aCho, Seehwa.
245	1	0	_aCritical pedagogy and social change : _bcritical analysis on the language of possibility / _cSeehwa Cho.
264		1	_aNew York : _bRoutledge, _c2013.
300			_axvi, 193 pages ; _c20 cm.
336			_atext _2rdacontent.
337			_aunmediated _2rdamedia.
338			_avolume _2rdacarrier.
490	1		_aThe critical social thought series.
504			_aIncludes bibliographical references (pages 168-183) and index.
520			_aAt its core, the main goal of critical pedagogy is deceptively simple--to construct schools and education as agents of change. While noble and ambitious, it is not always realistic in a climate of increased commodification, privatization of schooling, and canned curriculum. By assuming rather than articulating its own possibilities, critical pedagogy literature itself is often its own worst enemy in its call for transformation. With such challenges from both within and without, is the idea of liberatory pedagogy for social change out of reach or can critical educators really achieve the rather high call for social change? What alternative visions of schooling does critical pedagogy truly offer against the mainstream pedagogy? In short, what are the political projects of critical pedagogy? This powerful and accessible text breaks with tradition by teasing out mere assumptions, and provides a concrete illustration and critique of today's critical pedagogy. Veteran teacher educator Seehwa Cho begins the book with an engaging overview of the history of critical pedagogy and a clear, concise breakdown of key concepts and terms. Not content to hide behind rhetoric, Cho forces herself and the reader to question the most basic assumptions of critical pedagogy, such as what a vision of social change really means. After a thoughtful and pithy analysis of the politics, possibilities and agendas of mainstream critical pedagogy, Cho takes the provocative step of arguing that these dominant discourses are ultimately what stifle the possibility for true social change. Without focusing on micro-level approaches to alternatives, Cho concludes by laying out some basic principles and future directions for critical pedagogy. Both accessible and provocative, Critical Pedagogy and Social Change is a significant contribution to the debates over critical pedagogy and a fresh, much-needed examination of teaching and learning for social justice in the classroom and community beyond.
650		0	_aCritical pedagogy.
650		0	_aSocial justice.
830		0	_aCritical social thought.
907			_a.b15929024 _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kLC196.C496
914			_avtls003562552
990			_azsz
991			_aFakulti Pendidikan
998			_at _b2014-05-06 _cm _da _feng _gnyu _y0 _z.b15929024
999			_c572358 _d572358