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Edited by Jones Irwin and Stephen Cowden

Educational theory has always been framed within a wider context including philosophy, psychology, sociology and history. In the last ten years, educational discourse has been characterized by the emergence of a more managerialist paradigm and increased emphasis on the delivery of particular educational ‘outcomes’. This has taken place in the context of the huge expansion of tertiary education from the national level, a process in which education has come to be understood as a lucrative global commodity. But alongside these developments, there has also been a resurgence of interest in the educational insights provided by the disciplines of education: for example, renewed emphasis on enquiry-based approaches to learning (Dewey), social constructivist pedagogy (Vygotsky), educational critique (Bourdieu, Freire), new inter-religious pedagogies (Grimmit, Jackson) and fresh perspectives on the ‘spiral’ curriculum (Bruner). Much of this work takes the form of a critique of the instrumentalism of outcome-driven approaches. As the debt-laden student emerges as a political subject, educational discourse has come to represent a particularly contested terrain.

The book series New Disciplinary Perspectives on Education seeks to explore how these debates within the resurgence of the disciplines of education relate to wider political and economic conditions, creating new critical understandings and possibilities within educational theory and practice. It welcomes both theoretical and empirical studies, alongside mixed-methods approaches, and publishes disciplinary studies within philosophy, psychology, sociology and history as well as encouraging cross-disciplinary and inter-disciplinary work.

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The Pedagogy of Protest

The Educational Thought and Work of Patrick H. Pearse

Brendan Walsh

This book provides the first complete account of Patrick Pearse’s educational work at St. Enda’s and St. Ita’s schools (Dublin). Extensive use of first-hand accounts reveals Pearse as a humane, energetic teacher and a forward-looking and innovative educational thinker. Between 1903 and 1916 Pearse developed a new concept of schooling as an agency of radical pedagogical and social reform, later echoed by school founders such as Bertrand Russell. This placed him firmly within the tradition of radical educational thought as articulated by Paulo Freire and Henry Giroux. The book examines the tension between Pearse’s work and his increasingly public profile as an advocate of physical force separatism and, by employing previously unknown accounts, questions the perception that he influenced his students to become active supporters of militant separatism.
The book describes the later history of St. Enda’s, revealing the ambivalence of post-independence administrations, and shows how Pearse’s work, which has long been neglected by historians, has had a direct influence on a later generation of school founders up to the present.
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Change Matters

Critical Essays on Moving Social Justice Research from Theory to Policy

sj Miller and David Kirkland

Change Matters, written by leading scholars committed to social justice in English education, provides researchers, university instructors, and preservice and inservice teachers with a framework that pivots social justice toward policy. The chapters in this volume detail rationales about generating social justice theory in what Freire calls «the revolutionary process» through essays that support research about teaching about the intersections between teaching for social change and teaching about social injustices, and directs us toward the significance of enacting social justice methodologies. The text unpacks how education, spiritual beliefs, ethnicity, age, gender, ability, social class, political beliefs, marital status, sexual orientation, gender expression, language, national origin, and education intersect with the principles by which we live and the multiple identities that we embody as we move from space to space. This book is critical reading for anyone who strives to cease inequitable schooling practices by conducting research in education to inform more just policies.
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Edited by Darren E. Lund, Paul R. Carr and Virginia Lea

This book series seeks to engage a broad and cross-disciplinary range of students, scholars, activists, and others in a critical multicultural dialogue on the complex intersections of power, privilege, identity, and Whiteness. The series aims to link theory and practice to problematize key societal and educational concerns related to Whiteness. The series editors share the view that taking action for transformative change in and through education, in the spirit of what Paulo Freire called conscientization, is the role of educators who seek to address the needs of all their students. In focusing on Whiteness, we are concerned with social, economic, and environmental justice, the problematization of race, and the potential for education to be emancipatory in addressing power imbalances.
Some of the questions of interest for this book series include:
• How do we engage in critical discussions related to power, privilege, identity, and Whiteness when many multicultural frameworks dissuade us from such work?
• How can we connect Whiteness to other intersecting and pivotal forms of being, marginalization, and identity?
• How can those categorized as White engage in dialogues and action about Whiteness that can positively contribute to addressing concerns of racialized and marginalized groups?
• How can we effectively contextualize and critique hegemony and globalized economic realities so as to be able to discuss race in a constructive and transformative manner?
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Every Person Is a Philosopher

Lessons in Educational Emancipation from the Radical Teaching Life of Hal Adams

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Edited by Bill Ayers, Caroline Heller and Janise Hurtig

Hal Adams was a legendary radical educator who organized writing workshops with people who had been written off during much of their lives, marginalized for reasons of race, gender, class, and caste. Hal detested the carelessness and neglect his students endured and set about building spaces of respect and reparation. Fostering communities of local writers and publishing their work in journals of «ordinary thought,» the work brought pride and dignity to the authors, carrying the wisdom of their narratives into and beyond their communities. In the traditions of Paulo Freire, Antonio Gramsci, and C.L.R. James, Hal based his approach on the conviction that every person is a philosopher, artist, and storyteller, and that only the insights and imaginings of the oppressed can sow seeds of authentic social change. Every Person Is a Philosopher gathers essays by classroom and community educators deeply influenced by Hal’s educational work and vision, and several essays by Hal Adams. They explore diverse ways this humanizing pedagogy can be applied in a wide range of contexts, and consider its potential to transform students and teachers alike. This is an ideal text for courses in educational foundations, multicultural education, urban studies, sociology of education, English education, social justice education, literacy education, socio-cultural contexts of teaching, adult education, cultural studies, schools and communities, and popular education.
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Despertando el Ser | 1 → PART ONE Grounding Our Epistemological Raíces … Without a sense of identity, there can be no real struggle … (p. 186) Paulo Freire (1985). Pedagogy of the oppressed . New York, NY: Continuum. © Paulo Freire, “Pedagogy of the oppressed,” Bloomsbury Continuum, an imprint of Bloomsbury Publishing Plc.

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Despertando el Ser | 35 → PART TWO Transforming Self AND THE World “Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future.” (p. 84) Paulo Freire (2005). Pedagogy of the oppressed (30th Anniversary ed.). New York, NY: Continuum. © Paulo Freire, “Pedagogy of the oppressed,” Bloomsbury Continuum, an imprint of Bloomsbury Publishing Plc.

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Despertando el Ser | 129 → PART THREE Actualizating Self AND Practices “For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.” (p. 84) Paulo Freire (2005). Pedagogy of the oppressed (30th Anniversary ed.). New York, NY: Continuum. © Paulo Freire, “Pedagogy of the oppressed,” Bloomsbury Continuum, an imprint of Bloomsbury Publishing Plc.

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About the book About the book Conscientization and the Cultivation of Conscience constitutes a major contribution to the international literature on the work of Paulo Freire, one of the most influential educationalists of all time. It provides a fresh perspective on the Freirean notion of conscientization, rethinking this pivotal concept in the light of the history of ideas on conscience. The author offers a holistic, philosophical reading of Freire’s texts and argues for the cultivation of conscience through love and dialogue. Such a reading, he suggests

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content    References Alschuler, A. (1976). Foreword. In W. Smith, The meaning of conscientization: The goal of Paulo Freire’s pedagogy (pp. v–viii). Amherst, MA: Centre for International Education. Andreotti, V. (2009, July). Cognitive adaptation versus epistemological pluralism in discussions around the shifting conceptualizations of knowledge and learning in the 21st century. Paper presented at the research seminar at College of Education, University of Canterbury, New Zealand. Apple, M. W., Gandin, L. A., & Hypolito, A. M. (2001). Paulo Freire. In J. Palmer