Educational counter-cultures : confrontations, images, vision / edited by Jerome Satterthwaite, Elizabeth Atkinson and Wendy Martin.

Format:

Book

Contributor:

Satterthwaite, Jerome.

Atkinson, Elizabeth, 1958-

Martin, Wendy, 1957-

James Hosmer Penniman Book Fund.

Series:

Discourse, power, resistance ; v. 3.

Discourse, power, resistance ; v. 3

Language:

English

Subjects (All):

Education--Aims and objectives.

Education.

Education--Philosophy.

Education--Evaluation.

Physical Description:

x, 206 pages : illustrations ; 23 cm.

Place of Publication:

Stoke on Trent, UK ; Sterling, USA : Trentham Books, 2004.

Summary:

This book is a song of resistance. Drawing on rich cross-cultural perspectives from Pakistan, Israel, Canada, the US and the UK, the authors challenge readers to envision new ways of thinking for education: ways which draw on imagination, the arts and the collective experience of subjugated cultures and ways of knowing. Michael Apple opens with a critique of the new hegemonic blocks he identifies in US education policy. Mike Cole and Terry Wrigley each examine and rethink what they see as discourses of despair embedded in the opposing paradigms of postmodernism and the School Effectiveness and School Improvement movements. Elizabeth Atkinson and Richard Bond deconstruct two forms of silencing: the silencing of sexualities within educational practice and the silencing of indigenous voices within Canadian higher education. Farid Panjwani and Halleli Pinson explore the contested discourses of power and control in religious education in Pakistan and citizenship education in Israel.

Jean McNiff focuses on Israel, as the context for a reconceptualisation of peace education based on a real recognition of the fractured nature of human relations. Jerome Satterthwaite invites us to see contemporary educational practices through the eyes of both the mystic and the astrophysicist; Alan Bleakley explores learning to 'know' within medical training through the senses; and John Danvers and Victoria Perselli illustrate how poetry, art images and notions of performance can move us towards emancipatory ways of knowing that resist contemporary technico-rationalist discourses. This book is for all those students, tutors and researchers interested in opposing dominant educational discourses and instead exploring other ways of knowing. It is of deep significance to students at both undergraduate and postgraduate level engaged in education, policy studies and professional training, and to teachers and researchers in all phases of education and training.

Contents:

Part 1 Collisions, Collusions

1. Doing things the 'Right' way: legitimating educational inequalities in conservative times / Michael W. Apple 3

2. Fun, amusing, full of insights, but ultimately a reflection of anxious times: a critique of postmodernism as a force for resistance, social change and social justice / Mike Cole 19

3. School effectiveness and improvement: where is the grand narrative? / Terry Wrigley 35

Part 2 Cultural Conflict

4. Sexualities and resistance: queer(y)ing identity and discourse in education / Elizabeth Atkinson 55

5. Combating cultural imperialism in Canada: a new role for adult educators? / Richard Bond 69

6. Religious education in Pakistan: salvation or subjugation? / Farid Panjwani 85

7. Citizenship education in Israel: between democracy and Jewishness

dilemmas of policy-makers / Halleli Pinson 101

8. The tragedy of peace education and its transformation / Jean McNiff 117

Part 3 Images, Vision

9. Learning in the clouds: what can be learned about the unknowable? / Jerome Satterthwaite 135

10. Doctors as connoisseurs of informational images: aesthetic and ethical self-forming through medical education / Alan Bleakley 149

11. Stuttering at the owl: poetic displacements and emancipatory learning / John Danvers 165

12. 'A personal preview': or 'Portraying my professional life in pictures'. Image and performance as methodology for research in teaching and learning / Victoria Perselli 183.

Notes:

Includes bibliographical references and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

1858563380

OCLC:

55958801