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  1. Facing Epistemic Uncertainty: Characteristics, Possibilities, and Limitations of a Discursive.R. L. C. van Goor - 2012 - Dissertation, University of Amsterdam
     
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  • Teaching For and About Critical Pedagogy in the Post-Secondary Classroom.Mary Breunig - 2009 - Studies in Social Justice 3 (2):247-262.
    While there is a body of literature that considers the theory of critical pedagogy, there is significantly less literature that specifically addresses the ways in which professors attempt to apply this theory in practice. This paper presents the results from a study that was designed, in part, to address this gap. Seventeen self-identified critical pedagogues participated in this qualitative research study. Participants reported their use of the following classroom practices, including: dialogue; group work; co-construction of syllabus; and experiential activities. This (...)
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  • Judith Butler and the Public Dimension of the Body: Education, Critique and Corporeal Vulnerability.Joris Vlieghe - 2010 - Philosophy of Education 44 (1):153-170.
    In this paper I discuss some thoughts Judith Butler presents regarding corporeal vulnerability. This might help to elucidate the problem of whether critical education is still possible today. I first explain why precisely the possibility of critique within education is a problem for us today. This is because the traditional means of enhancing a critical attitude in pupils, stimulating their self-reflective capacities, contributes to the continued existence and strengthening of the current societal and political regime. A way out of this (...)
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  • Philosophy of Education for the Public Good: Five Challenges and an Agenda.Gert Biesta - 2012 - Educational Philosophy and Theory 44 (6):581-593.
  • Politics of Critical Pedagogy and New Social Movements.Seehwa Cho - 2010 - Educational Philosophy and Theory 42 (3):310-325.
    The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ into a ‘language of possibility’ . Then, (...)
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  • Secretary Paulo Freire and the Democratization of Power: Toward a Theory of Transformative Leadership.Eric J. Weiner - 2003 - Educational Philosophy and Theory 35 (1):89-106.
  • Teachers' Reflections on the Perceptions of Oppression and Liberation in Neo-Marxist Critical Pedagogies.Tova Yaakoby - 2013 - Educational Philosophy and Theory 45 (10):992-1004.
    Critical pedagogy speaks of teachers as liberating and transformative intellectuals.Yet their voice is absent from its discourse.The emancipatory action research, described in this article, created a dialogue between teachers and the ideas concerning oppression and liberation found in Neo-Marxist pedagogies. It strongly suggests that teachers can contribute to the further development of these ideas. It indicates that Critical Theory’s perceptions of the totality of oppression were largely accepted by these teachers after their own inner-reflective processes.Yet, the teachers rejected the dyadic (...)
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  • The Fundamental Commitments of Educators.Nimrod Aloni - 2008 - Ethics and Education 3 (2):149-159.
    This article seeks to examine central aspects of the relationship between ethics and education in the beginning of the twenty-first century. Since both ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils, it seems that in examining the relations between the two, one is required to go beyond analytic elucidation into a more normative, prescriptive and political discourse. It is in light of this understanding and in (...)
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  • Critical Theory as a Personal Project: From Early Idealism to Academic Realism.Elizabeth Heilman - 2003 - Educational Theory 53 (3):247-274.
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  • Philosophy of Peace Education in a Postmodern Era.Ilan Gur-Ze'ev - 2001 - Educational Theory 51 (3):315-336.
  • Three Naive Questions: Addressed to the Modern Educational Optimism.Predrag Krstić - 2016 - Studies in Philosophy and Education 35 (2):129-144.
    This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...)
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  • Cyberfeminism and Education in the Era of the Exile of Spirit.Ilan Gur-Ze'ev - 1999 - Educational Theory 49 (4):437-455.
  • My Friend Ilan Gur Ze’Ev.Nigel Tubbs - 2018 - Studies in Philosophy and Education 37 (2):195-206.
    Ilan Gur Ze’ev gave his last lecture on January 4, 2012, in room 363 in the Haifa University’s Faculty of Education. Ilan passed away on the morning of January 5, 2012 at the Italian Hospital in Haifa. In this last lecture given to friends, colleagues and students he said ‘The challenge is to counter immersion of ourselves in the fashionable and in frozen identities. Important doors are opening for education to love. To summarize my part of this encounter, as I (...)
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  • Moral Education and the International Baccalaureate Learner Profile.Lodewijk van Oord - 2013 - Educational Studies 39 (2):208-218.
  • Politics of Critical Pedagogy and New Social Movements.Seehwa Cho - 2010 - Educational Philosophy and Theory 42 (3):310-325.
    The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ into a ‘language of possibility’. Then, what (...)
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  • Secretary Paulo Freire and the Democratization of Power: Toward a Theory of Transformative Leadership.Eric J. Weiner - 2003 - Educational Philosophy and Theory 35 (1):89–106.
  • Challenging the Limits of Critique in Education Through Morin’s Paradigm of Complexity.Michel Alhadeff-Jones - 2010 - Studies in Philosophy and Education 29 (5):477-490.