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Anarchist pedagogies : collective actions, theories, and critical reflections on education

著者: Robert H Haworth
出版: Oakland, CA : PM Press, ©2012.
エディション/フォーマット:   書籍 : Englishすべてのエディションとフォーマットを見る
データベース:WorldCat
概要:
"Education is a challenging subject for anarchists. Many are critical about working within a state-run education system that is embedded in hierarchical, standardized, and authoritarian structures. Numerous individuals and collectives envision the creation of counterpublics or alternative educational sites as possible forms of resistance, while other anarchists see themselves as "saboteurs" within the public  続きを読む
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ドキュメントの種類: 図書
すべての著者/寄与者: Robert H Haworth
ISBN: 9781604864847 1604864842
OCLC No.: 726820725
物理形態: 340 p. ; 23 cm.
コンテンツ: Anarchism, the state, and the role of education / Justin Mueller --
Updating the anarchist forecast for social justice in our compulsory schools / David Gabbard --
Educate, organize, emancipate: the Work People's College and the Industrial Workers of the World / Saku Pinta --
From deschooling to unschooling: rethinking anarchopedagogy after Ivan Illich / Joseph Todd --
Street medicine, anarchism, and ciencia popular / Matthew Weinstein --
Anarchist pedagogy in action: Paideia, escuela libre / Isabelle Fremeaux, John Jordan --
Spaces of learning: the Anarchist Free Skool / Jeffery Shantz --
The Nottingham Free School: notes toward a systemization of praxis / Sara C. Motta --
Learning to win: anarchist infrastructures of resistance / Jeffery Shantz --
Inside, outside, and on the edge of the academy: experiments in radical pedagogies / Elsa Noterman, Andre Pusey --
Anarchy in the academy: staying true to anarchism as an academic-activist / Caroline K. Kaltefleiter, Anthony J. Nocella II --
To walk questioning: Zapatismo, the radical imagination, and a transnational pedagogy of liberation/ Alex Khasnabish --
Anarchism, pedagogy, queer theory and poststructuralism: toward a positive ethical theory, of knowledge and the self / Lucy Nicholas --
Anarcho-feminist psychology: contributing to postformal criticality / Curry Stephenson Malott --
Paideia for praxis: philosophy and pedagogy as practices of liberation / Nathan Jun --
That teaching is impossible / Alejandro de Acosta --
Against the grain of the status quo: anarchism behind enemy lines / Abraham P. DeLeon --
Let the riots begin / Allan Antliff.
責任者: edited by Robert H. Haworth.
その他の情報:

概要:

"Education is a challenging subject for anarchists. Many are critical about working within a state-run education system that is embedded in hierarchical, standardized, and authoritarian structures. Numerous individuals and collectives envision the creation of counterpublics or alternative educational sites as possible forms of resistance, while other anarchists see themselves as "saboteurs" within the public arena--believing that there is a need to contest dominant forms of power and educational practices from multiple fronts. Of course, if anarchists agree that there are no blueprints for education, the question remains, in what dynamic and creative ways can we construct nonhierarchical, anti-authoritarian, mutual, and voluntary educational spaces? Contributors to this edited volume engage readers in important and challenging issues in the area of anarchism and education. From Francisco Ferrer's modern schools in Spain and the Work People's College in the United States, to contemporary actions in developing "free skools" in the U.K. and Canada, to direct-action education such as learning to work as a "street medic" in the protests against neoliberalism, the contributors illustrate the importance of developing complex connections between educational theories and collective actions. Anarchists, activists, and critical educators should take these educational experiences seriously as they offer invaluable examples for potential teaching and learning environments outside of authoritarian and capitalist structures. Major themes in the volume include: learning from historical anarchist experiments in education, ways that contemporary anarchists create dynamic and situated learning spaces, and finally, critically reflecting on theoretical frameworks and educational practices. Contributors include: David Gabbard, Jeffery Shantz, Isabelle Fremeaux & John Jordan, Abraham P. DeLeon, Elsa Noterman, Andre Pusey, Matthew Weinstein, Alex Khasnabish, and many others."--Publisher's website.

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