In 1985, Nebraska selected Marjorie Brown's philosophical framework as a basis for a curriculum development project. Because inservice efforts to help teachers understand this critical consciousness approach to teaching failed, attention was focused on providing inservice education to help teachers change. The strategy at the University of…

This book points to the need to attend to ever-present inequalities of education in the light of new political correctness, technology, and curricula. Following the introduction, chapter 1 offers a review of neoconservative, liberal humanist, and radical theories of education. Chapter 2 suggests that one way to rethink and restructure the nature…

African American leaders and thinkers, as represented by such figures as W. E. B. DuBois and Carter G. Woodson, have historically dedicated themselves to winning the struggle against racism and a racialized social order and improving the quality of life for the African American masses. Postmodern African American scholars have continued this…

Identifies and characterizes a set of conceptual frameworks that traditionally have informed home economics curricula. Proposes an emancipatory orientation towards home economics that emphasizes enlightenment and empowering the students. Uses critical theory to frame questions regarding food, shelter, clothing, physical and psychological needs.…

Discusses three scientific traditions (positivist, interpretivist, and critical) as they inform methodological and strategic choices within a USAID-funded "Improving Educational Quality" project in Ghana, Guatemala, and Mali, examining various challenges researchers face when they engage in classroom anchored research in connection with…

Provides an introduction to the German educational theory of didaktik. Didaktik emphasizes critical thinking incorporated into content instruction. Although originally developed in the 19th century, didaktik has enjoyed renewed popularity within the last 10 years. Discusses the history of the theory and its impact on U.S. pedagogy. (MJP)

Asserts that the sociology of education is fraught with noncommunicating paradigms. Outlines this paradigm split from a critical theory perspective. Discusses the use of history to support education reform efforts. (CFR)

Examines the concept of popular culture in social and educational theory in the context of developing nations, particularly Latin America. Using a poststructuralist literary theory, the article elaborates a notion of the popular that offers a new conceptualization by incorporating a sense of competing identities and ideologies that form it. (SM)

Discusses the role of story-telling in the political empowerment of the oppressed. Describes how the uncritical reliance on stories has led to the failure in the classroom to acknowledge the risks taken by various oppressed groups when they attempt to critically reflect and build coalitions. (JB)

Grounded in a Xicana/Xicano framework and critical pedagogy, this study utilizes the methods of participatory research and critical ethnography to understand how Xicanas/Xicanos perceive their role in the classroom when teaching Raza students. This three-month study focuses on three critical Xicana/Xicano educators who are in the teaching…

In the fall of 1972, as Michael Hughes began his junior year at East High School in Phoenix, Arizona, he was one of only a few American Indians in the school. Of the approximately 2,500 students, only 35--or about 1.4 percent--were Indian. To most teachers, administrators, and even fellow students, he and the other Native students in this large,…

Critically reflexive practice embraces subjective understandings of reality as a basis for thinking more critically about the impact of our assumptions, values, and actions on others. Such practice is important to management education, because it helps us understand how we constitute our realities and identities in relational ways and how we can…

The paper reports an investigation carried out in two Korean EFL classrooms, being small-scale interventions within existing classrooms or institutional structures. A teacher-researcher introduced critically-oriented material using an optional class in a junior high school and an existing class in a senior high school. The focus was on…

The possibility of curricular innovation in English teaching in non-Western countries has been questioned on cultural grounds. However, in some cases this may be unjustified; insufficient attention may have been paid to the diversity and extent of the educational traditions that either co-exist, or have existed in the past, in a particular…

Film scholars are facing widespread pressures to desist from teaching modes of analytic and theoretical discourse that were once considered important to fostering critical understandings of moving-image culture, but which have since been denigrated as either too difficult (i.e., "elitist") or too controlling (i.e., "totalizing")--or both--in the…