Details

Subject(s)

• Critical pedagogy [Browse]
• Democracy and education [Browse]

Series

• Counterpoints (New York, N.Y.); v. 378. [More in this series]
• Counterpoints: studies in the postmodern theory of education ; v. 378

Summary note

• The public debate on democracy is often constrained within an alienating and disenfranchising narrative of opinion polls, campaign platforms, personalities and formal structures that generate legislation, all of which surreptitiously seems to trickle down to the classroom. Paul R. Carr asserts that democracy must be cultivated in a vigorous, conscientious, meaningful and critical way in and through education in order for it to have salience in society, especially within a neoliberal conjuncture that promotes limited space for epistemological interrogation of how we understand and are engaged in maintaining and/or transforming our societies. Building on the critical pedagogical work of Paulo Freire, Joe L. Kincheloe, and others, this book develops a framework for understanding how a thicker democratic education can be conceptualized and implemented in schools. The book aims to move the focus on democracy away from voting, and place it more properly on the importance of social justice and political literacy as a way of understanding what democracy is and, importantly, how to make it more relevant for all of society. The book concludes that another democracy is possible, as well as being desirable, and that education is the fundamental intersection in which it must be devloped.
• "Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources ..., he moves with clarity and elan between the brood and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching."--Tom Wilson, Chapman University --Book Jacket.

Bibliographic references

Includes bibliographical references and index.

Action note

Committed to retain in perpetuity — ReCAP Shared Collection (HUL)

Contents

• Section 1 Setting the Framework
• Chapter 1. Introduction: Seeking Democracy through Critical Pedagogy
• Chapter 2. Democratic Stripes and Divergent Views of Democracy
• Chapter 3. Discursive Thoughts on the Irreproachability of Democracy
• Chapter 4. Framing Democracy in Education (with Darren E. Lund)
• Section 2 Democratic Education: Can It Happen through Osmosis?
• Chapter 5. Standards, Accountability and Democracy in Education
• Chapter 6. Neo-liberalism, Political (Il)literacy and the Quest for Democracy (with Gina Thésée)
• Chapter 7. Democracy, Critical Pedagogy and the Education of Educators
• Chapter 8. Can There Be Racism (and Democracy) in a "Color-blind" Society?
• Chapter 9. Whiteness and Race Challenging Democracy (with Darren E. Lund)
• Section 3 Democracy and Power: Can We Be Critical and Also Democratic?
• Chapter 10. The Election of an African-American President: Does This Mean Democracy Is Working? (with Brad J. Porfilio)
• Chapter 11. The Media, Media Literacy and Democratic Education
• Chapter 12. "Shocked and Awed" Into and Out of Democracy: Can There Be War and Democracy Simultaneously?
• Section 4 "The End Is the Beginning"
• Chapter 13. "But What Can I Do?"
• Chapter 14. Conclusion: Some Thoughts on, and Options for, a Critical Pedagogy of Democracy
• Chapter 15. Postscript: Quoting Democracy and Other Subversive Acts.

Show 16 more Contents items

ISBN

• 9781433108136 (pbk. : alk. paper)
• 1433108135 (pbk. : alk. paper)
• 9781433108129 (hardcover : alk. paper)
• 1433108127 (hardcover : alk. paper)

LCCN

^^2009044586

OCLC

463674999

RCP

H - S

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