Advocating for a More Effective Critical Pedagogy by Examining Structural Obstacles to Critical Educational Reform

Autor/in	Neumann, Jacob W.
Titel	Advocating for a More Effective Critical Pedagogy by Examining Structural Obstacles to Critical Educational Reform
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 5, S.728-740 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-013-0244-7
Schlagwörter	Educational Change; Critical Theory; Teaching Methods; Barriers + Suchen Sie Ihr Suchwort? Bildungsreform; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Since a major purpose of critical pedagogy is to change society by changing schools, critical pedagogy must gain an increased presence within K-12 schools. For this to happen, however, critical educators must begin to more fully recognize and appreciate the structural obstacles that schools present to critical educational change. This paper examines three of these obstacles: schools' nature as public institutions, the fact that schools change reform efforts, and the relationship between "first-order" and "second-order" change and the types of changes for which criticalists often advocate. The paper ends by encouraging a smaller, more practical critical pedagogy that is focused on tangible and meaningful effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10