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Critical Theories, Radical Pedagogies, and Global Conflicts


reviewed by Meg Riordan — 2006

coverTitle: Critical Theories, Radical Pedagogies, and Global Conflicts
Author(s): Gustavo E. Fischman, Peter McLaren, Heinz Sunker, and Colin Lankshear (Eds)
Publisher: Rowman & Littlefield, Lanham
ISBN: 0742530728, Pages: 367, Year: 2005
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The twenty-first century is already tainted: around the world, we endure ongoing war, poverty, ecological catastrophes, corporate greed, and capitalist “empire building.”  In such times, schools should be places of critical reflection and social justice; they should be transformational spaces of possibility that offer opportunities to consider broader social, political, and economic policies and practices.  At least, that is what Critical Theories, Radical Pedagogies, and Global Conflicts hopes to inspire.  Edited by Gustavo E. Fishman, Peter McLaren, Heinz Sünker, and Colin Lankshear, the volume’s contributors explore how educators and activists might inaugurate a new critical theory of education and implement pedagogy that raises students’ critical consciousness and civic participation.   As indicated by the title, the volume is divided into three sections: Global Conflicts, Critical Theories, and Radical Pedagogies.  The first part links education to global conflicts, analyzing how changing social contexts require the development of a new critical theory of... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 1, 2006, p. 73-76
http://www.tcrecord.org ID Number: 12073, Date Accessed: 10/21/2017 4:43:23 AM

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About the Author
  • Meg Riordan
    New York University
    E-mail Author
    MEGAN RIORDAN is a former English and ESL teacher and has taught middle school, high school and university students in the United States and as a Peace Corps volunteer in Kazakhstan. She will receive her Ph.D. in Education from New York University in the fall. Her research focuses on experiential education, primarily students learning through internships, projects, and out-of –classroom activities. For the past three years, she has conducted research on The Big Picture Company’s internship-based high school design and the organization’s efforts to scale-up their design to sites across the country. In collaboration with Joe McDonald and Emily Klein, she has co-authored four reports on the challenges and strategies of scaling-up. The reports can be found at: http://www.nyu.edu/iesp/. In addition, she also co-authored a report on the use of non-formal institutions such as museums, parks, and gardens to teach math and science. This article will appear in the Research in Science Education in the fall of 2005.
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