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  1.  16
    Zeus Leonardo (2011). After the Glow: Race Ambivalence and Other Educational Prognoses. Educational Philosophy and Theory 43 (6):675-698.
    The Right has a long history of questioning the importance of race analysis. Recently, the conceptual and political status of race has come under increased scrutiny from the Left. Bracketing the language of ‘race’ has meant that the discourse of skin groups remains at the level of abstraction and does not speak to real groups as such. As a descriptor, race essentializes identity as if skin color were a reliable way to perceive one's self and group as well as others, (...)
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  2.  98
    Zeus Leonardo (2004). The Color of Supremacy: Beyond the Discourse of 'White Privilege'. Educational Philosophy and Theory 36 (2):137–152.
  3.  15
    Zeus Leonardo (2012). The Race for Class: Reflections on a Critical Raceclass Theory of Education. Educational Studies 48 (5):427-449.
    This article is intended to appraise the insights gained from Critical Race Theory (CRT) in Education. It is particularly interested in CRT's relationship with Marxist discourse, which falls under two questions. One, how does CRT understand Marxist concepts, such as capital, which show up in the way CRT appropriates them? The article argues that Marxist concepts, such as historical classes, class-for-itself, are useful for race analysis as it sets parameters around the conceptual use of historical races and a race-for-itself. Two, (...)
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  4.  37
    Zeus Leonardo (2003). Interpretation and the Problem of Domination: Paul Ricoeur's Hermeneutics. Studies in Philosophy and Education 22 (5):329-350.
    Hermeneutics, or the science of interpretation,is well accepted in the humanities. In thefield of education, hermeneutics has played arelatively marginal role in research. It isthe task of this essay to introduce thegeneral methods and findings of Paul Ricoeur'shermeneutics. Specifically, the essayinterprets the usefulness of Ricoeur'sphilosophy in the study of domination. Theproblem of domination has been a target ofanalysis for critical pedagogy since itsinception. However, the role of interpretationas a constitutive part of ideology critique isrelatively understudied and it is here thatRicoeur's (...)
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  5.  4
    Zeus Leonardo (2004). Introduction. Educational Philosophy and Theory 36 (2):117–119.
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  6.  1
    Zeus Leonardo (2016). Of Other Thoughts: Non-Traditional Ways to the Doctorate. A Guidebook for Candidates and Supervisors. Educational Philosophy and Theory 48 (5):539-541.
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  7. Kalervo N. Gulson, Zeus Leonardo & David Gillborn (eds.) (2015). The Edge of Race: Critical Examinations of Education and Race/Racism. Routledge.
    The phrase ‘the edge of race’ can be used both as a description and as a response to two key concerns. The first of these is that while race is increasingly on the periphery of education policy – with a growing disregard shown for racist inequities, as education systems become dominated by market-driven concerns – it is important that we map the shifting relations of race in neoliberal politics and policies. The second concern is that at this time, within and (...)
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  8. Zeus Leonardo (forthcoming). Critical Pedagogies and Race Theories. Educational Philosophy and Theory.
  9.  4
    Zeus Leonardo (ed.) (2009). Critical Pedagogy and Race. Wiley-Blackwell.
    _Critical Pedagogy and Race_ argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society. A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators. Builds a stronger engagement of race-based analysis in the field of critical pedagogy. Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives. Includes historical studies, and social justice ideas on activism in (...)
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  10. Zeus Leonardo (ed.) (2005). Critical Pedagogy and Race. Wiley-Blackwell.
    _Critical Pedagogy and Race_ argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society. A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators. Builds a stronger engagement of race-based analysis in the field of critical pedagogy. Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives. Includes historical studies, and social justice ideas on activism in (...)
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  11. Peter McLaren & Zeus Leonardo (1998). Jean Baudrillard: From Marxism to Terrorist Pedagogy. In Michael Peters (ed.), Naming the Multiple: Poststructuralism and Education. Bergin & Garvey 215--243.
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