Between Borders: Pedagogy and the Politics of Cultural StudiesHenry A. Giroux, Peter McLaren Routledge, 04/04/2014 - 296 من الصفحات Informed by the belief that critical pedagogy must move beyond the classroom if it is to be truly effective, this essay collection makes clear how cultural practices--as portrayed in film, sports, and in the classroom itself--enable cultural studies to deepen its own political possibilities and to construct diverse geographies of identity, representation and place. Contributors: Henry A. Giroux, Ava Collins, Nancy Fraser, Carol Becker, bell hooks, Michael Eric Dyson, Roger I. Simon, Chandra Talpede Mohanty, Simon Watney, Michele Wallace, Peter McLaren, David Trend, Abdul R. JanMohamed and Kenneth Mostern. |
من داخل الكتاب
النتائج 1-5 من 44
الصفحة 5
... force of the concept of " articulation , " which , starting from the assumption that there are no guaranteed relations in history , goes on to analyze history as the practice of deconstructing and reconstructing relations ( contexts ...
... force of the concept of " articulation , " which , starting from the assumption that there are no guaranteed relations in history , goes on to analyze history as the practice of deconstructing and reconstructing relations ( contexts ...
الصفحة 7
... forces . In this light , we can better understand cultural studies ' commitment to the popular , not merely as a set of texts but as the terrain on which political struggle must be carried out in the contemporary world . Third , the ...
... forces . In this light , we can better understand cultural studies ' commitment to the popular , not merely as a set of texts but as the terrain on which political struggle must be carried out in the contemporary world . Third , the ...
الصفحة 8
... forces which produce " mugging " in the specific form in which it appears . ... It is to this shaping context , therefore , that we turn . Hence , the cultural practice ( or text or event ) is neither simply a microcosmic representation ...
... forces which produce " mugging " in the specific form in which it appears . ... It is to this shaping context , therefore , that we turn . Hence , the cultural practice ( or text or event ) is neither simply a microcosmic representation ...
الصفحة 14
... force . The second view of identity as an effect of difference , which Hall has at times put forth , has to be distinguished from a third view which , while Hall has never advocated it , might be read into his work . In fact , a number ...
... force . The second view of identity as an effect of difference , which Hall has at times put forth , has to be distinguished from a third view which , while Hall has never advocated it , might be read into his work . In fact , a number ...
الصفحة 23
... forces of the term " difference " in the U.S. and Britain . In the U.S. , " difference " almost inevitably draws one into the discourses of poststructuralism . It is also worth pointing out that Hall ( 1992a ) has also recently ...
... forces of the term " difference " in the U.S. and Britain . In the U.S. , " difference " almost inevitably draws one into the discourses of poststructuralism . It is also worth pointing out that Hall ( 1992a ) has also recently ...
المحتوى
29 | |
AVA COLLINS Intellectuals Power and Quality | 56 |
DESIRE AUDIENCE AND THE POLITICS | 99 |
BELL HOOKS Eros Eroticism and the Pedagogical | 113 |
MICHAEL ERIC DYSON Be Like Mike? Michael Jordan and | 119 |
ROGER I SIMON Forms of Insurgency in the Production | 127 |
8 | 145 |
9 | 164 |
Multiculturalism and the Postmodern | 180 |
11 | 205 |
NATIONALISM POSTCOLONIALISM | 221 |
JANMOHAMED | 242 |
14 | 273 |
CONTRIBUTORS | |
طبعات أخرى - عرض جميع المقتطفات
عبارات ومصطلحات مألوفة
academy action activity American analysis argued articulation artists attempt authority become body central challenge claim classroom conception concern constituted constructed contemporary context course create critical critical pedagogy critique cultural studies debate defined democracy desire develop difference discourse diversity dominant effects ethnic existing experience fact feminist force formation forms gender groups historical identity ideology important individual institutions intellectual interests issues knowledge language learning liberal limits lives means movement multiculturalism narrative notion participation particular pedagogy political popular position possibility postmodernism practice present Press problem production programs public sphere questions race racial racism relations relationship representation represents resistance response Right sense sexual simply situation social society space speak specific structural struggle suggest teachers teaching television texts theory Third tion transformation understand University women York