Voicing the silences of social and cognitive justice : Dartmouth dialogues / edited by João M. Paraskeva and Elizabeth Janson, University of Massachusetts Dartmouth, USA.

Format:

Book

Contributor:

Paraskeva, João M.

Janson, Elizabeth.

Series:

On (De)Coloniality: Curriculum Within and Beyond the West 2.

On (de)coloniality: curriculum, within and beyond the west ; v. 2

Language:

English

Subjects (All):

Critical pedagogy--United States.

Critical pedagogy.

Social justice--United States.

Social justice.

Educational sociology--United States.

Educational sociology.

United States.

Physical Description:

1 online resource (232 pages)

Place of Publication:

Rotterdam, The Netherlands : Sense Publishers.

Summary:

Voicing the Silences of Social and Cognitive Justice: Dartmouth Dialogues represents another transformative dialogue that results from a political project that was designed to prepare critical, transformative leaders, policy makers, and analysts in South Coast Massachusetts. In this volume, a diverse group of scholars debates crucial issues within and beyond our field, in an effort to help develop a multiplicity of analyses dissecting the challenges facing a strong epistemologically just theory and pedagogy of society. The volume explores why it has been historically difficult to produce a hegemonic critical theory and pedagogy of society. The volume also examines how social justice has been de-politicized from the cultural politics of everyday life through teacher-proof curricula that ‘forces’ a segregated uniformity; examines the multi-dimensional nature of language within relationships of power and discourses of reproduction, production, and resistance; unpacks how democracy has been challenged by an eugenic educational system; dissects the impact of corporate models of education on learning processes; examines how the use of zero tolerance policies in the U.S.’s public schools has led to the criminalization of non-violent acts within the nation’s public schools, thereby creating oppressed student populations; unveils how alternative proficiency assessment is not a good measure of student progress; and dissects the rationale behind standardized testing and its corresponding profits, suggesting other motives for high-stakes testing mandates. “In these challenging times, João Paraskeva and Elizabeth Janson’s book lifted me up with its sharp theoretical and historical critique of education from elementary schools through doctoral programs. Every chapter provided original critiques of the dominant neoliberal approach to organizing schools and society and provided ideas for how to challenge anti-intellectualism and neoliberalism. As a long time teacher of every level and subject, I appreciated the empirical research and detailed narrative descriptions of programs and classes. I know I will keep the book nearby as I reread chapters helping me to both expand my theoretical critique and critical practice. A must read for all educators really committed with critical transformative leadership.” – David Hursh, Warner Graduate School of Education, University of Rochester, Rochester, NY, author of, most recently, The End of Public Schools: The Corporate Reform Agenda to Privatize Education

Contents:

Front Matter

Copyright page

Series Introduction / João M. Paraskeva

What Happened to Critical Theory? / João M. Paraskeva

Commodifying Children / Carmelia Silva and Elizabeth Janson

Remembering Sadie: Transformation and Prison-Based Humanistic Education / Debbie Sonu

The Loss of Direction In U.S. Education / Isaya Odiembo

Fostering Students’ Affiliation to the Urban Science Classroom / George Sirrakos

Finding Democracy’s Place in Discipline / Joel A. Singer

Not So Romantic for Men / Dennis S. Gouws

A QUALITATIVE, PHENOMENOLOGICAL STUDY-IN-PROGRESS / Shelly A. Ferreira

Teacher Perceptions of the Alternative Proficiency Assessment / Erika Buitragoand and Steven Locascio

You can’t Buy Intelligence / Jillian Yates.

Notes:

Includes bibliographical references.

ISBN:

94-6351-101-6

OCLC:

1023033225

Publisher Number:

10.1163/9789463511018 DOI