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REVOLUTIONIZING PEDAGOGY

Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neo-Liberalism

Edited by Sheila Macrine, Peter McLaren and Dave Hill

Palgrave Macmillan, Marxism and Education Series, 2010, ISBN: 978-0-239-60799-6

TABLE OF CONTENTS:

Preface: Martha Montero-Sieburth

Introduction: Sheila Macrine, Peter McLaren, and Dave Hill

PART I: FRAMEWORKDS FOR ORGANIZING PEDAGOGY

A Wolf in Sheep’s Clothing, or a Sheep in Wolf’s Clothing: Resistance to Educational Reform in Chile: Jill Pinkney Pastrana

Education Rights, Education Policies and Inequality in South Africa: Salim Vally, Enver Motala, and Brian Ramadiro

Taking on the Corporatization of Public Education: What Teacher Education Can Do: Pepi Leistyna

Revolutionizing Critical Pedagogy: The Struggle against the Oppression of Neoliberalism – A Conversation with Peter McLaren: Sebastjan Leban and Peter McLaren

PART II: STRATEGIES FOR PRACTICING CRITICAL PEDAGOGY

Class, Capital and Education in this Neoliberal and Neoconservative Period: Dave Hill

Hijacking Public Schooling: The Epicentre of Neo Radical Centrism: João Paraskeva

Defending Dialectics: Rethinking the Neo-Marxist Turn in Critical Education Theory: Wayne Au

Critical Teaching as the Counter-Hegemony to Neo-liberalism: John Smyth

Empowering Education: Freire, Cynicism and a Pedagogy of Action: Richard Van Heertum

Teachers Matter…Don’t They? Placing Teachers and Their Work in the Global Knowledge Economy: Susan L. Robertson

Afterword: After neoliberalism: Which way capitalism? David Hursh

List of Contributors

Index

Reviews:

“An extraordinary emancipatory work: bravely negotiating the globalized toxic ruins of neo-liberalism. This is a liberatory project that embraces building a more just and democratic social world, transforming the ashes of oppressive pedagogical practices into a universe of critical and creative revolutionary possibility.”–Karen Anijar, Professor Emeritus, Arizona State University

“This volume provides both a much-needed political and economic critique of the dominant neoliberal reforms in the economy and education, and a theoretical and pedagogical path towards a democratic society and schools. I commend the contributors for their intellectual and political courage.”–David Hursh, University of Rochester, and author of High-Stakes Testing and the Decline of Teaching and Learning

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