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Revolution and Pedagogy: International and Transnational Perspectives on Educational Foundations


reviewed by Sandy Grande - February 03, 2006

coverTitle: Revolution and Pedagogy: International and Transnational Perspectives on Educational Foundations
Author(s): E. Thomas Ewing
Publisher: Palgrave/MacMillan, New York
ISBN: 1403969205, Pages: 229, Year: 2005
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Given the headlines of the day, Ewing’s book Revolution and Pedagogy: International and Transnational Perspectives on Educational Foundations is very timely.  The book’s eight chapters provide a broad survey of international and transnational perspectives on “pedagogical activities in revolutionary contexts” and “revolutionary agendas in pedagogical contexts” (p. 3). That is, each chapter examines the intersections among education, imperialism, and nationalism in formal and informal educational settings and in a variety of national/revolutionary contexts. The first chapter examines the struggle for independence in the Philippines; and subsequent chapters examine the movement toward gender equity in Russian and Soviet schools, the education of women in Egypt during the years of the Constitutional Monarchy, the teaching of “cultural studies” in Ghana, the popular or peoples school movements in the United States and Latin America, the development of Kurdish national identity in Turkey, the experience of Palestinian political captives in Israeli prisons, and the... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: February 03, 2006
https://www.tcrecord.org ID Number: 12317, Date Accessed: 2/27/2020 4:13:16 PM

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About the Author
  • Sandy Grande
    Connecticut College
    E-mail Author
    SANDY GRANDE is an Associate professor in the Education department at Connecticut College. Her research and teaching are profoundly inter- and cross-disciplinary, and she interfaces critical, feminist, Indigenous and Marxist theories of education with the concerns of American Indian education. She has published a book, Red Pedagogy: Native American Social and Political Thought (Rowman and Littlefield, 2004) and several articles including "Beyond the Ecologically Noble Savage: Deconstructing the White Man's Indian," Journal of Environmental Ethics; "Critical Theory and American Indian Identity and Intellectualism," The International Journal of Qualitative Studies in Education, and "American Indian Geographies of Identity and Power: At the Crossroads of Indigena and Mestizaje," Harvard Educational Review.
 
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