David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Since 1992, Border Crossings has show cased Henry A. Giroux's extraordinary range as a thinker by bringing together a series of essays that refigure the relationship between post-modernism, feminism, cultural studies and critical pedagogy. With discussions of topics including the struggle over academic canon, the role of popular culture in the curriculum and the cultural war the New Right has waged on schools, Giroux identified the most pressing issues facing critical educators at the turn of the century. In this revised edition, Giroux reflects on the limits and possibilities of border crossings in the 21st century. "Borders" in our post 9/11 world have not been collapsing, he argues, but vigorously rebuilt. In order to have a truly critically engaged citizenry the challenges of these new "borders"- such as the increased militarization of public spaces, the rise of neo-liberalism, and the war in Iraq- must play a vital role in any debate on school and pedagogy.
|Keywords||Education Philosophy Critical pedagogy Education Political aspects|
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|Call number||LB885.G47.B67 2005|
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Citations of this work BETA
Melanie Walker (2010). Critical Capability Pedagogies and University Education. Educational Philosophy and Theory 42 (8):898-917.
Seehwa Cho (2010). Politics of Critical Pedagogy and New Social Movements. Educational Philosophy and Theory 42 (3):310-325.
Elizabeth Manias & Annette Street (2000). Possibilities for Critical Social Theory and Foucault's Work: A Toolbox Approach. Nursing Inquiry 7 (1):50-60.
John M. Watkins (1994). A Postmodern Critical Theory of Research Use. Knowledge and Policy 7 (4):55-77.
Iccha Basnyat (2011). Beyond Biomedicine: Health Through Social and Cultural Understanding. Nursing Inquiry 18 (2):123-134.
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