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Futures of Critical Theoryreviewed by Gary Shank & Orlando Villella - 2004 Title: Futures of Critical Theory Author(s): Michael Peters, Mark Olssen & Colin Lankshear (Editors) Publisher: Rowman & Littlefield, Lanham ISBN: 074252860X, Pages: 304, Year: 2003 Search for book at Amazon.com The roadmap for this collection is laid out by the editors on
page 16:
In this volume we explore the possibility and usefulness of
enlarging the conventional use of the term ‘critical
theory.’ We encompass what we consider to be work that
is broadly critical in both a reflective and a reflexive manner
belonging to tradition of Western thought starting with Descartes
and Kant – rather than confining our scope to the founders of
the Frankfurt school.
If you find this thesis clear and intriguing then you will find
this book to be interesting and useful. For the rest of us,
an introduction or refresher would be most helpful prior to wading
into the various articles in this work. For our tastes,
Geuss’s little book (Geuss, 1981) is still one of the
clearest and most accessible introductions to Habermas and the
thought of the Frankfurt school in general, and Wink (2000) is
geared toward the educational professional who is a neophyte in all
matters critical. In... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Gary Shank
Duquesne University E-mail Author GARY SHANK is an associate professor of Educational Research at Duquesne University. He has studied and written extensively in such areas as semiotic theory and its relation to education, and qualitative research methodology. He is the author of Qualitative Research: A Personal Skills Approach (2002) and the forthcoming Mastering Educational Research Literacy: From Consumer to Critic, both from Prentice Hall.
- Orlando Villella
Duquesne University ORLANDO VILLELLA is employed in the private sector and also teaches at Duquesne University. He studies and writes in the areas of narrative inquiry and community efficacy in its relation to educational reform and policy
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