| Description |
1 online resource |
| Series |
Cultural studies and transdisciplinarity in education, 2345-7716 ; volume 3 |
|
Cultural studies and transdisciplinarity in education ; v. 3.
|
| Contents |
Introduction / Encarna Rodríguez -- Reclaiming schools as public sites for democratic imagination / Encarna Rodriguez -- The Ayllu-school (Bolivia 1931-1940) / Encarna Rodríguez and Valentín Arispe Hinojosa -- Tsé Ch'ízhí Diné Bi'ólta: Rough Rock, the people's school: reflections on a half-century of Navajo community-controlled education (U.S. 1966) / Teresa L. McCarty and Charles M. Roessel -- English literature at Brondesbury and Kilburn High School (UK 1980-1984) / Alex Moore -- "Starting life again": school and community at Arthurdale (U.S. 1934-1936) / Daniel Perlstein -- Bachillerato IMPA: middle school education for adults at a recovered factory (Argentina 2003) / Gabriela Mendez -- Promoting social and political change through pedagogy: Lorenzo Milani and the Barbiana School (Italy 1954-1967) / Almudena A. Navas Saurin -- Cifteler, the first village institute (Turkey 1937-1954) / Gokce Gokalp -- Building inclusive education from the ground up: the transformative experience of HKRSS Tai Po Secondary School (Hong Kong 2006-2013) / Frank K.C. Poon and Angel M.Y. Lin -- Los Talleres: A CONAFE post-primary center (Mexico 1996-2003) / Santiago Rincón-Gallardo -- A multicultural curriculum for educational equity: Monclair High School (U.S. 1983-1990) / Bernadette Anand -- La Nostra Escola Comarcal: an educational cooperative in defense of democratic, active and Valencian pedagogy (Spain 1973) / M del Carmen Agulló Diaz and Andrés Payá Rico -- Public schools as Public imagined / Encarna Rodríguez |
| Summary |
This book discusses current market-based educational discourses and how they have undermined the notion of ℓ́ℓthe publicℓ́ℓ in public education by allowing private visions of education to define the public democratic imagination. Against this discouraging background, this text embraces Freireℓ́ℓs understanding of hope as an ontological need and calls for finding new public grounds for our public imagination. It further articulates Freireℓ́ℓs mandate to unveil historically concrete practices to sustain democratic educational visions, no matter how difficult this task may be, by (1) presenting an indepth description of the pedagogies and curriculums of eleven schools across historical and geographical locations that have worked or are still working with disenfranchised communities and that have publicly hoped for a better future for their students, and by (2) reflecting on how the stories of these schools offer us new opportunities to rethink our own pedagogical commitment to public visions of education. To promote this reflection, this book offers the notion of publicly imagined public education as a conceptual tool to help understand the historical and discursive specificity of schoolsℓ́ℓ hopes and to (re)claim public schools as legitimate sites of public imagination |
| Analysis |
onderwijs |
|
education |
|
onderwijsbeleid |
|
educational policy |
|
leerplan |
|
curriculum |
|
Education (General) |
|
Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references and index |
| Notes |
English |
|
Online resource; title from PDF title page (Ebsco, viewed June 9, 2015) |
| Subject |
Educational sociology.
|
|
POLITICAL SCIENCE -- Public Policy -- Cultural Policy.
|
|
SOCIAL SCIENCE -- Anthropology -- Cultural.
|
|
SOCIAL SCIENCE -- Popular Culture.
|
|
Educational sociology
|
| Form |
Electronic book
|
| Author |
Rodríguez, Encarna, editor
|
| ISBN |
9789812874900 |
|
9812874909 |
|
