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  1.  20
    A Limited, Apolitical, and Open Paulo Freire.Jacob W. Neumann - 2016 - Educational Philosophy and Theory 48 (6):634-644.
    Paulo Freire’s work is often characterized and used in terms that seek to produce widespread political and economic changes across societies. Peter Roberts, however, in his book Paulo Freire in the twenty-first Century, offers readers a much different way of approaching Freire’s work. Throughout his book, Roberts presents Freire as recognizing the limitations of educational initiatives, as not seeking specific macro-political objectives, and as emphasizing openness to alternative discourses. These themes weave throughout each chapter of the book, in which Roberts (...)
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  2.  26
    Critical Pedagogy and Faith.Jacob W. Neumann - 2011 - Educational Theory 61 (5):601-619.
    Critical pedagogy has often been linked in the literature to faith traditions such as liberation theology, usually with the intent of improving or redirecting it. While recognizing and drawing from those previous linkages, Jacob Neumann goes further in this essay and develops the thesis that critical pedagogy can not just benefit from a connection with faith traditions, but is actually, in and of itself, a practice of faith. In this analysis, he juxtaposes critical pedagogy against three conceptualizations of faith: John (...)
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    Emotional Scaffolding in Early Childhood Education.Mi-Hwa Park, Ashwini Tiwari & Jacob W. Neumann - 2019 - Educational Studies 46 (5):570-589.
    Emotions can either help or hinder students’ learning. This is especially true in early childhood education. This article analyzes data on how two early childhood teachers account for students’ emo...
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