Peter Pericles Trifonas has assembled internationally acclaimed theorists and educational practitioners whose essays explore various constructions, representations, and uses of difference in educational contexts. These essays strive to bridge competing discourses of difference--for instance, feminist or anti-racist pedagogical models--to create a more inclusive education that adheres to principles of equity and social justice.
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Pedagogies of Difference provides an important set of statements about the complicated nature of the relations between education and differential power. But it also goes farther. It shows possibilities as well as limits, and in the process helps us envision a more socially just education.
–Michael W. Apple, John Bascom Professor of Education University of Wisconsin, Madison and author of Educating the Right Way
Through eclectic models of inquiry, Pedagogies of Difference rigorously reconceptualizes the link between difference and pedagogy as a precondition of refashioning democratic futures through teaching and learning. Here, the contributors rethink the inventive but also reifying particularities of difference, insisting upon an ethics of solidarity committed to a practical politics of educational equity and social justice.
–Warren Crichlow, co-editor of Race, Identity, and Representation in Education
–Michael W. Apple, John Bascom Professor of Education University of Wisconsin, Madison and author of Educating the Right Way
Through eclectic models of inquiry, Pedagogies of Difference rigorously reconceptualizes the link between difference and pedagogy as a precondition of refashioning democratic futures through teaching and learning. Here, the contributors rethink the inventive but also reifying particularities of difference, insisting upon an ethics of solidarity committed to a practical politics of educational equity and social justice.
–Warren Crichlow, co-editor of Race, Identity, and Representation in Education
About the Author
Peter Pericles Trifonas is Assistant Professor at the Center for Social Justice and Cultural Studies in Education and the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto.
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The idea of difference has provided the conceptual groundwork for educational theorists of diverse ideological perspectives working toward the ethical purpose of actualizing equitable curricular contexts for teaching and learning that are responsive to individuals and groups within a society or culture regardless of race, class, gender, or sexuality (Apple 1990; Giroux 1992; Lather 1991; Pinar et al.1995; Spivak 1993; hooks 1994; McLaren 1997). Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
decolonizing pedagogy, internal neocolonialism, deconstructive pedagogy, homeboy love, academic multiculturalism, neocolonial condition, inscribed habits, pedagogical praxis, social psychoanalysis, critical multiculturalists, societal power relations, public pedagogy, neocolonial contexts, experienced sexism, coercive relations, masculinity studies, black male body, black manhood, black male bodies, emotional labor, bilingual students, nonwhite peoples, educational equity Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, United States, University of Chicago Press, Duke University Press, Jacques Derrida, Los Angeles, North America, The University of Wisconsin Press, African Americans, Peter Lang, Stuart Hall, David Theo Goldberg, Lawrence Grossberg, New Press, Cambridge University Press, Frantz Fanon, Harvard University Press, Temple University Press, Ann Arbor, Basil Blackwell, Beacon Press, Harvard Educational Review, James Baldwin, Multilingual Matters, San Francisco New!
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Front Cover | Table of Contents | First Pages | Index | Surprise Me!
The idea of difference has provided the conceptual groundwork for educational theorists of diverse ideological perspectives working toward the ethical purpose of actualizing equitable curricular contexts for teaching and learning that are responsive to individuals and groups within a society or culture regardless of race, class, gender, or sexuality (Apple 1990; Giroux 1992; Lather 1991; Pinar et al.1995; Spivak 1993; hooks 1994; McLaren 1997). Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
decolonizing pedagogy, internal neocolonialism, deconstructive pedagogy, homeboy love, academic multiculturalism, neocolonial condition, inscribed habits, pedagogical praxis, social psychoanalysis, critical multiculturalists, societal power relations, public pedagogy, neocolonial contexts, experienced sexism, coercive relations, masculinity studies, black male body, black manhood, black male bodies, emotional labor, bilingual students, nonwhite peoples, educational equity Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, United States, University of Chicago Press, Duke University Press, Jacques Derrida, Los Angeles, North America, The University of Wisconsin Press, African Americans, Peter Lang, Stuart Hall, David Theo Goldberg, Lawrence Grossberg, New Press, Cambridge University Press, Frantz Fanon, Harvard University Press, Temple University Press, Ann Arbor, Basil Blackwell, Beacon Press, Harvard Educational Review, James Baldwin, Multilingual Matters, San Francisco New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 100
books:
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- Of Grammatology by Jacques Derrida on page 79, page 81, and page 82
- Who Comes After the Subject? by Eduardo Cadava on page 71, page 79, and page 82
- Contemporary Curriculum Discourses by William F. Pinar on page 9, page 205, and Back Matter
- Displacing Whiteness: Essays in Social and Cultural Criticism by Ruth Frankenberg on page 106, and page 184
- Against Race: Imagining Political Culture beyond the Color Line by Paul Gilroy on page 139, and page 153
See all 100 books this book cites
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