Details

Subject(s)

• Discrimination in education—United States [Browse]
• Teachers—United States—Attitudes [Browse]
• Postmodernism and education—United States [Browse]
• Critical pedagogy—United States [Browse]

Related name

• Bartolomé, Lilia I. [Browse]

Series

• Counterpoints (New York, N.Y.); v. 319. [More in this series]
• Counterpoints, studies in the postmodern theory of education ; v. 319

Summary note

Exposes the invisible yet pervasive nature of oppressive dominant ideologies, the urgent need to articulate their existence, and the harmful impact they have on education. The solutions to many of the educational challenges facing subordinated students are not purely technical or methodological in nature, but are instead rooted in commonly unacknowledged discriminatory ideologies and practices. The invisible foundation, hegemonic ideologies that inform our perceptions and treatment of subordinated students, needs to be made explicit and studied critically in order to comprehend the challenges presented in minority education, and possible solutions, more accurately. Confronts the continuing existence and vigorous resurgence of not-easily-named discriminatory perspectives toward students from subordinated cultural groups, as well as their numerous manifestations in schools, and identifies the measures necessary to neutralize unequal material conditions and biased beliefs. From publisher description.

Bibliographic references

Includes bibliographical references and index.

Action note

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

Contents

• Introduction : beyond the fog of ideology / Lilia I. Bartolomé
• Hysterical blindness and the ideology of denial : preservice teachers' resistance to multicultural education / Ricardo E. Gonsalves
• Shooting the messenger : the consequences of practicing an ideology of social justice / María V. Balderrama
• Underprepared 'veteran' special education teachers' reliance on racist and classist ideologies / Felicity A. Crawford
• Teachers' D/discourses and socially situated identities : literacy practices in a Mexican high school / Guadalupe López Bonilla
• Unlearning the official history : agency and pedagogies of possibility / Panayota Gounari
• Critically examining beliefs, orientations, ideologies, and practices toward literacy instruction : a process of praxis / Karen Cadiero-Kaplan
• Sharing the wealth : guiding all students into the professional discourse / Stephanie Cox Suárez
• "I'm white, now what?" : setting a context for change in teachers' pedagogy / Paula S. Martin
• Reflections from beneath the veil : mainstream preservice teachers (dis)covering their cultural identities / Nelda L. Barrón
• Mapping the terrain(s) of ideology in new urban teachers' professional development experiences / Paula Elliott
• Developing ideological clarity : one teacher's journey / Cristina Alfaro
• Politicized mothering : authentic caring among African American women teachers / Tamara Beauboeuf-LaFontant
• Afterword : the importance of ideology in contemporary education / Joe L. Kincheloe.

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ISBN

• 9780820497044 (pb : alk. paper)
• 0820497045 (pb : alk. paper)

LCCN

^^2007003553

OCLC

82470969

RCP

H - S

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