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Futures of Critical Theory

reviewed by Gary Shank & Orlando Villella - 2004

coverTitle: Futures of Critical Theory
Author(s): Michael Peters, Mark Olssen & Colin Lankshear (Editors)
Publisher: Rowman & Littlefield, Lanham
ISBN: 074252860X, Pages: 304, Year: 2003
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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.)

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Cite This Article as: Teachers College Record Volume 106 Number 5, 2004, p. 976-979
https://www.tcrecord.org ID Number: 11261, Date Accessed: 7/30/2021 11:12:51 PM

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About the Author
  • 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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