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Description
Critical consciousness is highly valued as a point of departure in edu-cational efforts to effect social justice. Yet educational literature re-veals a growing concern that critical pedagogy often fails to meet its objectives of social transformation towards greater justice and equa-lity. In particular, the resistance of white teachers and students to forms of critical pedagogy is found to be problematic. This study employs a discourse analytic approach to explore the development of critical consciousness of white teachers who self-identify as critically conscious. This genealogical work suggests that contemporary discourses of critical consciousness and education reform in Canada re/produce colonial discourses and power relations between the dominant and normative white Anglo center, and marginalized racial and cultural Others.
Spécifications
Parties prenantes
- Auteur(s) :
- Editeur:
Contenu
- Nombre de pages :
- 292
- Langue:
- Anglais
Caractéristiques
- EAN:
- 9783639045345
- Date de parution :
- 04-07-08
- Format:
- Livre broché
- Format numérique:
- Trade paperback (VS)
- Dimensions :
- 152 mm x 229 mm
- Poids :
- 394 g
