By Greg Wiggan
This publication presents significant views at the dynamics of strength and privilege in schooling. The authors supply suggestions and coverage concerns which are geared toward expanding social justice in schooling and enhancing scholar functionality and scholar results.
Read Online or Download Power, Privilege and Education: Pedagogy, Curriculum and Student Outcomes (Education in a Competitive and Globalizing World) PDF
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Additional resources for Power, Privilege and Education: Pedagogy, Curriculum and Student Outcomes (Education in a Competitive and Globalizing World)
Himler, R. (1991). Fly away home. New York: Clarion Books. , Hammel, J. & Pomeroy, K. (2007). Young children, social issues, and critical literacy: Stories of teachers and researchers. Young Children, 62(1), 73-81. Cambourne, B. (2002). The conditions of learning: Is learning natural? Reading Teacher, 55(8), 758-762. , & Sayers, D. (1995). Brave new schools: Challenging cultural illiteracy through global learning networks. New York: St Martin‘s Press. Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom.
Critical theorists scrutinize society in which dominant socioeconomic groups oppress other social groups. Gramsci‘s notion of cultural hegemony identifies complex systems of domination evident in everyday practices and beliefs that allow the ruling group or class to maintain their place of privilege (DeMarrais & LeCompte, 1999; Lemert, 2004). Despite the vast influence of oppressive social structures, critical theorists view human agency as the major catalyst for change. Critical theorists assert that ―schools are sites where power struggles between dominant and subordinate groups take place‖ (DeMarrais & LeCompte, 1999, p.
Everyone in my class plays with everyone else, older or younger, boys or girls,‖ (Leland, Harste, Ociepka, Lewison, & Vasquez, 1999, p. 71). When challenged, this teacher later relented, ―there might be isolated problems, but those are the exceptions‖ (Leland, Harste, Ociepka, Lewison, & Vasquez, 1999, p. 71). Jonda McNair (2002) conducted a similar study with preservice teachers enrolled in her Language Arts methods course. McNair presented several examples of children‘s literature all of which represented some form of discrimination.