Pedagogy as Encounter
Beyond the Teaching Imperative
Zusammenfassung
What is the role of politics in the classroom? How does the desire of the teacher shape the pedagogical process? Is teaching possible? Is learning possible? Pedagogy as Encounter engages with such larger issues. The majority of discussions, workshops, conference panels, articles, and books avoid meta-pedagogical issues by focusing on technique. Such “technique talk” examines schemes, methods, and procedures that do and do not work in the classroom. It answers the “how” question at the cost of ignoring these bigger queries.
Pedagogy as Encounter consists of 120 vignettes arranged in eight chapters. Most of these are first person autobiographical stories that describe encounters with students and colleagues. They portray a teacher whose classroom disappointments lead him to radical experimentation. But there are also a few theoretical sections, as well as segments that are epigrammatic in nature. All of it is grounded in a Lacanian political psychology and in a critical global political economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.
Schlagworte
Teaching Political Psychology Politics Political Economy Student Lacan Curriculum decolonial Radical Freire ClassroomKeywords
sociology learning critical theory- Kapitel Ausklappen | EinklappenSeiten
- i–x Preface i–x
- 71–82 Ch05. Consequences 71–82
- 119–128 Ch08. Epilogue 119–128
- 129–132 Afterword 129–132
- 133–136 Works Cited 133–136
- 137–146 Index 137–146