An Existentialist Curriculum of Action: Creating a Language of Freedom and Possibility
"This book contextualizes Maxine Greene's educational pedagogy within an existentialist tradition. By drawing on the works of Jean-Paul Sartre, Paulo Freire, and Merleau-Ponty, Professor Rasheed analyzes how Greene's work represents an advance in existentialist discourse via her interpretation of concepts, such as choice, freedom, and possibility within an educational setting." "The aim of this work is to create an "existentialist curriculum of action" that is grounded in a vision of leadership. Educators, teachers, students, policy makers, and curriculum theorists can implement this critique as part of an emancipatory and transformative pedagogy. By developing an ethical language of existential possibility, Professor Rasheed creates a space where discourse explores the various intersections of gender, race, class, ethnicity, religion and sexual orientation, which coexist within a participatory definition of democracy."--BOOK JACKET.
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The Literary Reality
Implications for Educators Creating Curriculums
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according to Greene alternative articulate aware chapter choice choose classroom concept of freedom concrete consciousness context create Critical Pedagogy critical theory cultural Curriculum of Action David Denton democratic Dialectic of Freedom dialogue educa emphasis engage Essays ethics existence Existentialism and Education existentialist concept freedom for Greene Freire Giroux Greene believes Greene says Grumet Hazel Barnes Henry Giroux human freedom human reality Ibid individual interpretation intersubjective involved Jean-Paul Sartre Landscapes of Learning language literature Max van Manen Maxine Greene meaning Merleau-Ponty Michael Apple moral multiple name the world narratives Nothingness notion obstacle particular Paulo Freire Pecola perception perspectives Phenomenology philosophy Pinar political possibility praxis public space questions reflection relations relationship Releasing the Imagination Sartre's concept schools sense Simone de Beauvoir situation social stories structures Teacher as Stranger Teachers College Press teaching texts tion understand Utrecht School voices William F women writing York