Democratic faith : in search of a more accessible critical pedagogy for teachers in their classrooms

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
James W. Bell (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
H. Svi Shapiro

Abstract: This dissertation has grown out of my appreciation for the transformative potential of certain principles and constructions of critical pedagogy. Chapter One presents an overview of contemporary critical theory and charges that much of such theory remains difficult and elusive for a large portion of school teachers and even more difficult to bring to bear on their classroom practice. Education aimed at human liberation and consequent possibilities for greater social justice faces both the institutionalized constructions of alienation and the corresponding phenomena of collapsed public and democratic spheres, which underlie the hopelessness, cynicism, and despair endemic to late twentieth-century American culture. Chapter Two focuses on analyses of these phenomena in wider American culture in the work of Eric Fromm, Christopher Lasch, and Robert Bellah, et. al. Chapter Three addresses the critiques of Paulo Freire, Ira Shor, and Michael Apple, who have written at length of the alienating characteristics of school experience and subsequent breakdowns in democratic possibility. Chapter Four focuses on the work of Henry Giroux, Peter McLaren, and Roger Simon, among others, who address the possibilities of social critique and empowerment made accessible in readings of certain texts of popular culture.

Additional Information

Language: English
Date: 1995
Critical pedagogy
Popular education

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