Finding Freedom in the Classroom: A Practical Introduction to Critical Theory Revised edition
Since its introduction in 1998, Finding Freedom in the Classroom has impacted countless educators and preservice teachers by providing provocative questions about taken-for-granted educational routines as well as an alternative, imaginative view of what classrooms might become. This revised edition brings the conversation to the present day with contemporary examples and references to the best current thinking and writing on relevant issues. By defining terms in everyday language and...
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Since its introduction in 1998, Finding Freedom in the Classroom has impacted countless educators and preservice teachers by providing provocative questions about taken-for-granted educational routines as well as an alternative, imaginative view of what classrooms might become. This revised edition brings the conversation to the present day with contemporary examples and references to the best current thinking and writing on relevant issues. By defining terms in everyday language and demonstrating their relevance to everyday life in and out of the classroom, the book demystifies such formidable concepts as hegemony, epistemology, and praxis for readers with little or no background in educational philosophy. Each chapter in this edition ends with several thought-provoking discussion questions and an annotated list of suggestions for further reading, which together provide a sturdy bridge between the theoretical and the practical. Finding Freedom in the Classroom can help teachers both imagine and build new classroom worlds, empowering students and teachers alike to actively shape-rather than passively accept-their fates. Booknews Writing for the educator with little or no background in educational philosophy, Hinchey (education, Penn State U.- Worthington Scranton) demonstrates in concrete terms the utility of critical theory to daily classroom practice. She argues against traditional, positivist approaches to learning, advocating instead the creative integration of learners' own experience in the learning process. Annotation c. by Book News, Inc., Portland, Or.
PrefaceAcknowledgmentsEditor's Preface1Who Cares? Why Theory - and Critical Theory in Particular - Matters12Unpacking "The Way It Is": Constructed Consciousness and Hegemony173Rethinking What We Know: Positivist and Constructivist Epistemology354Rethinking Ed Psych 101: Instrumental Rationality and Post-Formalism615Rethinking Authority: Cultural Capital816Rethinking Agendas: Social Reproduction and Resistance1017Refocusing: Critical Consciousness/Conscientization1218So After Theory, What? Praxis and Empowerment139A Sketch of Further Reading159References165Index169
\ BooknewsWriting for the educator with little or no background in educational philosophy, Hinchey (education, Penn State U.- Worthington Scranton) demonstrates in concrete terms the utility of critical theory to daily classroom practice. She argues against traditional, positivist approaches to learning, advocating instead the creative integration of learners' own experience in the learning process. Annotation c. by Book News, Inc., Portland, Or.\ \
