Literaturnachweis - Detailanzeige
Autor/in | Monzó, Lilia D. |
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Titel | A Critical Pedagogy for Democracy: Confronting Higher Education's Neoliberal Agenda with a Critical Latina Feminist Episteme |
Quelle | In: Journal for Critical Education Policy Studies, 14 (2014) 1, S.73-100 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1740-2743 |
Schlagwörter | Neoliberalism; Hispanic Americans; Feminism; Epistemology; Marxian Analysis; Democracy; Social Systems; Critical Theory; Universities; College Faculty; Minority Group Teachers; Race; Inclusion; Ethnography; Diversity (Faculty) |
Abstract | A fundamental goal of the university must be to advance a democracy based on the socialist principles of freedom and critique. A Marxist revolutionary critical pedagogy for democracy is advanced that includes a call for the inclusion of faculty of color who may bring diverse epistemes toward doing research that promotes dissent. The author provides examples of how a Latina episteme, rooted in her experiences as a member of the oppressed, demands community engagement and democratic goals necessary to providing the clarity and rehearsal needed to break free from the shackles of capitalism. (As Provided). |
Anmerkungen | Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |