Session Information
13 SES 03B, Postmodern Perspectives on Education
Paper Session
Contribution
Method
Expected Outcomes
References
Apple, M. (2004). Ideology and curriculum, 3rd edition. New York: RoutledgeFalmer. Biesta, G. (1998). Say you want a revolution . . . suggestions for the impossible future of critical pedagogy. Educational Theory, 48, 499-511. Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational Review, 71, 656-675. Giroux, H. (1983). Theory and resistance in education: A pedagogy for the opposition. New York: Bergin & Garvey. Gore, J. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge. Nieto, S. and Bode, P. (2007). Affirming diversity: The sociopolitical context of multicultural education, 5th edition. New York: Longman. Rancière, J. (1989). The nights of labor: The workers’ dream in nineteenth-century france. (J. Drury, Trans.). Philadelphia: Temple University Press. Rancière, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. (K. Ross, Trans.). Stanford: Stanford University Press. Rancière, J. (1994). The names of history. (H. Melehy, Trans.). Minneapolis: University of Minnesota Press. Rancière, J. (1995). On the shores of politics. (L. Heron, Trans.). London: Verso. Rancière, J. (1999). Disagreement: Politics and philosophy. (J. Rose, Trans.). Minneapolis: University of Minnesota Press. Rancière, J. (2004). The politics of aesthetics. (G. Rockhill, Trans.). London: Continuum.
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