Breaking Free: The Transformative Power of Critical Pedagogy (Reprint Series No. 27)

Leistyna, Pepi (Editor)/ Woodrum, Arlie (Editor)/ Sherblom, Stephen A. (Editor)

ISBN 10: 0916690296 / ISBN 13: 9780916690298

Published by Harvard Educational Review, 1995

About this Item

368 pages. 10.25x7.00x1.00 inches. In Stock.

Seller Inventory # x-0916690296

Bibliographic Details

• Title: Breaking Free: The Transformative Power of Critical Pedagogy (Reprint Series No. 27)
• Publisher: Harvard Educational Review
• Publication Date: 1995
• Language: English
• ISBN 10: 0916690296
• ISBN 13: 9780916690298
• Binding: Paperback
• Condition: Brand New
• Weight: 0.73 kilograms

About this title

Synopsis

Breaking Free: The Transformative Power of Critical Pedagogy was conceptualized with the central purpose of serving as an introduction to the field of critical pedagogy. It offers readers several editorial supports to facilitate their understanding of the complexity of such work.

At its most basic, critical pedagogy provides a lens through which educators are better able to examine and interact with the politics of education. By "politics" we do not mean the "Republican/Democrat" type of politics, but, rather, the real, underlying power relationships that structure our world: for example, how we make meaning of commonplace events, the purpose and goals of public education, how schools are structured, the type of preparation teachers receive, the way students are perceived and treated, the curriculum we use, and so forth. Breaking Free: The Transformative Power of Critical Pedagogy, a collection of essays originally published in the Harvard Educational Review, was conceptualized with the central purpose of serving as an introduction to the field. It offers readers several editorial supports to facilitate their understanding of the complexity of such work. Chapter One, "Context and Culture: What Is Critical Pedagogy?" provides an explanation of the central concepts and theories that are generally grouped under the term "critical pedagogy." The remainder of the book is divided into two parts. The first part offers various perspectives on the larger social and political context within which educational policies and practices exist. Part Two focuses on the role of teachers and students in the process of learning and teaching.

—from the Introduction by Pepi Leistyna, Arlie Woodrum, and Stephen A. Sherblom

About the Author

Edited by Pepi Leistyna, Arlie Woodrum, and Stephen A. Sherblom