MARC record from Internet Archive

LEADER: 03052cam 2200457Ma 4500
001 on1111324690
003 OCoLC
005 20221128100332.0
008 171117s2017 cau o 000 0 eng d
006 m o d
007 cr |||||nn|n||
040 $aP@U$beng$epn$cP@U$dOCLCO$dUAB$dOCLCQ$dSFB$dOCLCO$dOCLCF$dOCLCO$dYDX
020 $a9781947447387
020 $a1947447386
020 $a9781947447394
020 $a1947447394
035 $a(OCoLC)1111324690
050 4 $aInternet Access$bAEU
082 04 $a370.13
100 1 $aHodgson, Naomi.
245 10 $aManifesto for a Post-Critical Pedagogy /$cNamoi Hodgson, Joris Vlieghe, Piotr Zamojski.
250 $a1st edition.
260 $aSanta Barbara, CA :$bPunctum Books,$c2017.
300 $a1 online resource (1 volume)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
588 0 $aPrint version record.
520 $aThe belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is "educational" about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices that do exist today and that we wish to defend. The Manifesto also acts as a provocation, as the starting point of a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world. Manifesto for a Post-Critical Pedagogy invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future.
650 0 $aCritical pedagogy.
650 0 $aEducation$xAims and objectives.
650 6 $aPédagogie critique.
650 7 $aCritical pedagogy$2fast$0(OCoLC)fst00883676
650 7 $aEducation$xAims and objectives$2fast$0(OCoLC)fst00902507
655 4 $aElectronic books.
776 08 $iPrint version:$aHodgson, Naomi.$tManifesto for a Post-Critical Pedagogy.$b1st edition.$dSanta Barbara, CA : Punctum Books, 2017$w(DLC) 2017961281
856 40 $3Project MUSE$uhttps://muse.jhu.edu/book/66801/
938 $aYBP Library Services$bYANK$n303143645
938 $aProject MUSE$bMUSE$nmuse77035
994 $aZ0$bGTX
948 $hNO HOLDINGS IN GTX - 217 OTHER HOLDINGS