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Revolution and Pedagogy

Interdisciplinary and Transnational Perspectives on Educational Foundations

  • Book
  • © 2005

Overview

Editors:
  1. E. Thomas Ewing

    1. Department of History, Virginia Tech, USA

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-ix
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  2. Shaking the Foundations of Education

    • E. Thomas Ewing
    Pages 1-17

  3. Disidentifying Nationalism

    • Roland Sintos Coloma
    Pages 19-37

  4. Gender Equity as a Revolutionary Strategy

    • E. Thomas Ewing
    Pages 39-59

  5. The Limits of Pedagogical Revolution

    • Barak A. Salmoni
    Pages 61-85

  6. Pedagogies and Politics of “Culture”

    • Cati Coe
    Pages 87-106

  7. Folk Schools, Popular Education, and a Pedagogy of Community Action

    • William Westerman
    Pages 107-132

  8. Rite of Passage as a Communal Classroom

    • Yücel Demirer
    Pages 133-161

  9. Structures of a Revolutionary Pedagogy

    • Esmail Nashif
    Pages 163-193

  10. Teaching to Hate

    • Nandini Sundar
    Pages 195-218

  11. Three Revolutions and an Afterword

    • Margaret A. Mills
    Pages 219-225

  12. Back Matter

    Pages 227-229
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Keywords

About this book

Revolution and Pedagogy explores the tensions between and within the processes of revolutionary pedagogical change and continuity. Contributors examine conventional topics such as school policies and curricula, as well as more non-traditional pedagogies such as public celebrations of holidays, participation in international exchange programs, and the incarceration of political activists.

Reviews

"In an age of sterile defeatism and destructive cynicism, this book provides a refreshingly balanced look at the possibilities of social change through pedagogy. It contains essays based on a strong belief in the power of pedagogy to shake the foundations of hegemonic education; to challenge neo-liberal economic and cultural policies; and to re-imagine and work towards a more democratic and just world. It re-visits previous times and places where hope appeared impractical, exploring the possibilities of social intervention through collective struggle and critical education." - Fazal Rizvi, University of Illinois at Urbana-Champaign

Editors and Affiliations

  • Department of History, Virginia Tech, USA

    E. Thomas Ewing

About the editor

E. Thomas Ewing is Professor of History at Virginia Polytechnic Institute and State University.

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