Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era (SUNY Series, Teacher Empowerment and School Reform) ebook

by William B. Stanley

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Series: SUNY Series, Teacher Empowerment and School Reform. Back to top. Get to Know Us. Careers. Hardcover: 282 pages. Publisher: SUNY Press (July 1, 1992). ISBN-13: 978-0791409718. Product Dimensions: 6 x . x 9 inches.

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This book examines the relationship between contemporary forms of critical theory and . Critical Pedagogy and Reconstructionism. 93. Neopragmatisrn Poststructuralism and Critical.

This book examines the relationship between contemporary forms of critical theory and social reconstructionism, as they relate and contribute to the construction of a radical theory of education. Stanley perceptively and clearly reexamines new challenges posed to various forms of critical pedagogy (including reconstructionism) by the development of postmodern and poststructuralist theory, focusing on the connections and continuities between them. 151. Curriculum Reconstruction and Possibility.

from book Critical Pedagogy and Teacher Education in the Neoliberal Era .

from book Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings (p. -17). Social Reconstructionism and the Roots of Critical Pedagogy: Implications for Teacher Education in the Neoliberal Era. Chapter · March 2009 with 736 Reads. Man and his changing society: The Rugg social science series of the elementary school course (vols. Four traditions of reform in 20th century teacher education in the United States are described: academic, social efficiency, developmentalist, and social reconstructionist. Each tradition is il lustrated with examples from both early to mid-century and contemporary teacher education programs.

Reconstructionism is more concerned with the broad social and cultural . Bazile 3 The school should be a place where reform takes place.

Reconstructionism is more concerned with the broad social and cultural fabric in which humans exist (. Ozmon and Craver 171). The philosophy of reconstructionism was brought to the forefront by two scholars- George S. Counts and Theodore Brameld. Stanley, William B. Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era. New York: State University of New York Press.

SUNY series, teacher empowerment and school reform

SUNY series, teacher empowerment and school reform. Teacher empowerment and school reform. Contents: 1. Critical Pedagogy and Educational Reform: An Introduction - 2. The Reconstructionist Program - 3. Reconstructionism: Critical Reaction and Influence on Mainstream Curriculum Theory - 4. Critical Pedagogy and Reconstructionism - 5. Neopragmatism, Poststructuralism, and Critical Pedagogy - 6. Curriculum, Reconstruction, and Possibility.

Curriculum for utopia: Social reconstructionism and critical pedagogy in the postmodern er. Stanley, W. B. (2006).

Curriculum for utopia: Social reconstructionism and critical pedagogy in the postmodern era. (1991). Teacher competence for social studies. New York, NY: Peter Lang Publishers. (2007).

Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. For social reconstructionists and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality. Strategies for dealing with controversial issues (particularly in social studies and literature), inquiry, dialogue, and multiple perspectives are the focus.

This book examines the relationship between contemporary forms of critical theory and social reconstructionism, as they relate and contribute to the construction of a radical theory of education. It illustrates many of the persistent issues, problems, and goals of radical educational reform, including the importance of developing a language of possibility, utopian thought, and the critical competence necessary to reveal and deconstruct forms of oppression. Stanley perceptively and clearly reexamines new challenges posed to various forms of critical pedagogy (including reconstructionism) by the development of postmodern and poststructuralist theory, focusing on the connections and continuities between them.