Teaching against the grain: texts for a pedagogy of possibility
Conceiving of pedagogy as a form of cultural politics and teachers, therefore, as cultural workers, Simon offers a fresh vision of the notion of pedagogy. Grounded in an ethical and political stance devoted to the advancement of human dignity, Simon reflexively considers the basis on which teachers form their own dispositions and feelings, and urges them to consider not only what they might do as teachers but what social visions are supported by their practices. In this in-depth discussion of the requirements for a pedagogy of possibility, Simon highlights the significance of his theoretical commitments as applied to educational practice. To illustrate the ways that pedagogy is implicated in the construction of a social imaginary, Simon explores how the substance of schooling might be recast in a way that involves the work of teaching in reconstituting a progressive moral project for education that can then constitute part of for a broadly based social transformation. He subsequently offers a social vision on which a pedagogy of possibility might be founded, and shows how schools, along with other sites of cultural production, may be understood as integral to the struggle to establish such a vision. In addition, he discusses in detail how a practice of pedagogy might be conceptualized that would help establish concrete forms of hopeful practice.
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On Disruptive Daydreams
The Horizon of Possibility
Teachers as Cultural Workers
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Achebe Achebe's Adler articulate attempt Benjamin capacities challenge chapter character classroom community of solidarity concept constituted construction context critical pedagogy critique cultural technologies curriculum David Hartman daydreams define desire develop dialectical image discourse discussion dominance dream educational practice emphasize engage Ernst Bloch everyday existing experience expression fear of theory Feminist Feminist Pedagogy gender haskalah Henry Giroux historical hope human possibility implicated important issue Jacob Adler Jewish knowledge language Lauretis learning lives means Merchant of Venice Michel Foucault modes moral notion OISE one's organized particular Paulo Freire peda pedagogical practice pedagogy of possibility perspective photograph political position potential Press provoke questions radical reading recognize reference regulated relations representation requires response schools semiosis semiotic sense Simon social forms specific structure struggle Studies symbolic taken-for-granted teachers teaching Teresa de Lauretis textual tion Toronto truth understanding understood Walter Benjamin Yiddish theater York
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