LEADER 02626oam 2200385 450 001 9910346802103321 005 20230621135741.0 035 $a(CKB)4920000000095567 035 $a(EXLCZ)994920000000095567 100 $a20191103h20172017 fy 0 101 0 $aeng 135 $aurm|#---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aManifesto for a post-critical pedagogy /$fNamoi Hodgson, Joris Vlieghe, Piotr Zamojski 210 1$aEarth, Milky Way ;$a[Brooklyn, NY] :$cpunctum books,$d2017. 210 4$dİ2017 215 $a1 online resource (104 pages) $cillustrations; PDF, digital file(s) 311 $a1-947447-38-6 320 $aIncludes bibliographical references. 330 $aThe belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better ? or ideal ? future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is ?educational? about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices that do exist today and that we wish to defend. The Manifesto also acts as a provocation, as the starting point of a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world. Manifesto for a Post-Critical Pedagogy invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future. 606 $aCritical pedagogy 606 $aEducation$xAims and objectives 615 0$aCritical pedagogy. 615 0$aEducation$xAims and objectives. 676 $a370.13 700 $a:Hodgson$b Naomi$0862183 702 $aVlieghe$b Joris 702 $aZamojski$b Piotr$f1963- 801 2$bUkMaJRU 906 $aBOOK 912 $a9910346802103321 996 $aManifesto for a post-critical pedagogy$91924582 997 $aUNINA LEADER 01867nam 2200445 a 450 001 9910698207603321 005 20070320094636.0 035 $a(CKB)4970000000049578 035 $a(OCoLC)86075000 035 $a(EXLCZ)994970000000049578 100 $a20070320d2006 ua 0 101 0 $aeng 135 $aurmn|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aResponse to a posthearing question related to GAO's November 16, 2006 testimony on the Defense Travel System$b[electronic resource] 210 1$aWashington, DC :$cU.S. Government Accountability Office,$d[2006] 215 $a3 pages $cdigital, PDF file 300 $aTitle from title screen (viewed on Mar. 13, 2007). 300 $aAuthor: McCoy Williams. 300 $a"December 19, 2006." 300 $aPaper version available from: U.S. Government Accountability Office, 441 G St., NW, Rm. LM, Washington, D.C. 20548. 300 $a"GAO-07-287R." 320 $aIncludes bibliographical references. 517 3 $aResponse to a posthearing question related to Government Accountability Office's November 16, 2006 testimony on the Defense Travel System 517 3 $aDefense Travel System 517 1 $aDTS post hearing question 606 $aInformation storage and retrieval systems$xBusiness 606 $aGovernment travel$zUnited States$xCost control 615 0$aInformation storage and retrieval systems$xBusiness. 615 0$aGovernment travel$xCost control. 700 $aWilliams$b McCoy$01380698 712 02$aUnited States.$bGovernment Accountability Office. 801 0$bGPO 801 1$bGPO 906 $aDOCUMENT 912 $a9910698207603321 996 $aResponse to a posthearing question related to GAO's November 16, 2006 testimony on the Defense Travel System$93518509 997 $aUNINA