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Record identifier : 565686
Personal Name - Primary Intelectual Responsibility : De Lissovoy, Noah Peter
Title and statement of responsibility : Oppression, liberation, and education: Problems and possibilities in social justice approaches to pedagogy and curriculum [Thesis]
Publication, Distribution,Etc. : University of California, Los Angeles, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of California, Los Angeles
Summary or Abstract : Progressive educational approaches are currently in crisis, in the face of a contemporary conservative retrenchment, and as familiar senses of liberatory praxis are challenged. This study is an intervention into this crisis through a philosophical analysis of key paradigms in progressive approaches to pedagogy and curriculum. The study considers eight central texts, by eight influential scholars, and asks what assumptions regarding oppression and liberation ground the approaches taken in these texts, what goals and strategies these assumptions make possible, and what they foreclose. The theoretical framework draws on contemporary critical theories of culture and liberation. The central chapters focus on (1) conceptualizing oppression in educational theory; (2) democracy, difference, and pedagogy; (3) teaching and liberation. With regard to the first theme, the textual analysis shows that theoretical divisions within progressive educational research impede an accurate understanding of social and educational injustices. It is suggested that a "compound standpoint" is necessary from which to make sense of different forms of oppression simultaneously, and their impact on teaching and learning. With regard to the second theme, the analysis shows that difference and democracy in education are generally understood as abstract and discursive categories. The study argues that difference has to be connected to its production in historical struggles; likewise, democracy and community should be understood in terms of material political solidarities, as a starting point for progressive pedagogy. With regard to the third theme, the study shows that traditional senses of both history and dialogue in critical pedagogy need to be rethought in order to respond to the contemporary disappearance of spaces for dialogical engagement in education and elsewhere. Processes of invasion and occupation demand a complex sense of history as involving retrograde in addition to forward motion, as well as attention to movements of resistance. These analyses together represent the sketching out of a contemporary materialist and processual humanism that can ground radical praxis in education and society generally..
Topical Name Used as Subject : Educational theory, Educational sociology, Curricula, Teaching
Information of biblio record : TL
 
 
 
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