Educational counter-cultures : confrontations, images, vision
Author(s)
Bibliographic Information
Educational counter-cultures : confrontations, images, vision
(Discourse power resistance, v. 3)
Trentham, 2004
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Description and Table of Contents
Description
This book is a song of resistance. Drawing on rich cross-cultural perspectives from Pakistan, Israel, Canada, the US and the UK, the authors challenge readers to envision new ways of thinking for education: ways which draw on imagination, the arts and the collective experience of subjugated cultures and ways of knowing. Michael Apple opens with a critique of the new hegemonic blocks he identifies in US education policy, deconstructing the political and rhetorical moves that effectively maintain the notion of educating in the 'right' way. Mike Cole and Terry Wrigley each examine and rethink what they see as discourses of despair embedded in the opposing paradigms of postmodernism and the School Effectiveness and School Improvement movements. Elizabeth Atkinson and Richard Bond deconstruct two forms of silencing: the silencing of sexualities within educational practice and the silencing of indigenous voices within Canadian Higher Education. Farid Panjwani and Halleli Pinson explore the contested discourses of power and control in religious education in Pakistan and citizenship education in Israel.Jean McNiff and Revital Heimann also focus on Israel, as the context for a reconceptualisation of peace education based on a real recognition of the fractured nature of human relations. Jerome Satterthwaite invites us to see contemporary educational practices through the eyes of both the mystic and the astrophysicist; Alan Bleakley explores learning to 'know' within medical training through the senses; and John Danvers and Victoria Perselli illustrate how poetry, art images and notions of performance can move us towards emancipatory ways of knowing that resist contemporary technico-rationalist discourses. These authors offer multiple perspectives on resistance and they have a common purpose: to see, think and do education otherwise.This book is for all those students, tutors and researchers interested in opposing dominant educational discourses and instead exploring other ways of knowing. It is of deep significance to students at both undergraduate and postgraduate level engaged in education, policy studies and professional training, and to teachers and researchers in all phases of education and training.
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