LEADER 06894nam 2201069 a 450 001 9910960642503321 005 20200520144314.0 010 $a9780802086754 010 $a0802086756 010 $a9781442685093 010 $a1442685093 024 7 $a10.3138/9781442685093 035 $a(CKB)1000000000793453 035 $a(OCoLC)647760000 035 $a(CaPaEBR)ebrary10292833 035 $a(SSID)ssj0000285211 035 $a(PQKBManifestationID)11273228 035 $a(PQKBTitleCode)TC0000285211 035 $a(PQKBWorkID)10277948 035 $a(PQKB)11531466 035 $a(CaBNvSL)slc00222548 035 $a(CaPaEBR)418905 035 $a(DE-B1597)497157 035 $a(OCoLC)1083592332 035 $a(DE-B1597)9781442685093 035 $a(Au-PeEL)EBL4634231 035 $a(CaPaEBR)ebr10295251 035 $a(OCoLC)958549620 035 $a(MiAaPQ)EBC4634231 035 $a(MiAaPQ)EBC3262968 035 $a(MdBmJHUP)musev2_104243 035 $a(Perlego)972459 035 $a(EXLCZ)991000000000793453 100 $a20071024d2007 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aUtopian pedagogy $eradical experiments against neoliberal globalization /$fedited by Mark Cote, Richard J.F. Day and Greig de Peuter 210 $aToronto $cUniversity of Toronto Press$dc2007 215 $a1 online resource (370 p.) 225 1 $aCultural spaces 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780802084323 311 08$a080208432X 311 08$a9780802089236 311 08$a0802089232 320 $aIncludes bibliographical references. 327 $tWhat is utopian pedagogy? /$rMark Cote, Richard J. F. Day, and Greig De Peuter --$tUtopian thinking in dangerous times : Critical pedagogy and the project of educated hope /$rHenry A. Giroux --$tTeaching and tear gas : the university in the era of general intellect /$rNick Dyer-Witheford --$tAcademic freedom in the corporate university /$rIan Angus --$tRevolutionary learning : student resistance/student power /$rMark Edelman Boren -- Exiled pedagogy : from the 'Guerrilla' classroom to the university of excess /$rJerry Zaslove --$tUniversities, intellectuals, and multitudes /$rStuart Hall --$tFrom intellectuals to cognitarians /$rFranco Berardi (BIFO) --$tDiffused intellectual : women's autonomy and the labour of reproduction /$rMariarosa Dalla Costa --$tConricerca as political action /$rGuido Borio, Francesca Pozzi, and Gigi Roggero --$tOn the researcher-militant /$rColectivo Situaciones --$tMaking of an antiracist cultural politics in post-imperial Britain : the new beacon circle /$rBrian W. Alleyne --$t'Before coming here, had you thought of a place like this?' : notes on ambivalent pedagogy from the cybermohalla experience /$rShveta Sarda --$tTransformative social justice learning : the legacy of Paulo Freire /$rCarlos Alberto Torres --$tBreaking free : anarchist pedagogy /$rAllan Antliff --$tEnigma in the education system : Simon Fraser University and the Secwepemc Cultural Education Society /$rRichard Toews and Kelly Harris-Martin --$tSubaltern act! Peasant struggles and pedagogy in Pakistan /$rImran Munir --$t'Let's talk' : the pedagogy and politics of antiracist change /$rSarita Srivastava --$tPresent and future education : a tale of two economies /$rMichael Albert --$tAcademicus affinitatus : academic dissent, community education and critical u /$rMark Cote, Richard J. F. Day, and Greig De Peuter. 330 $aUtopian Pedagogy is a critical exploration of educational struggles within and against neoliberalism. Editors Mark Cote, Richard J.F. Day, and Greig de Peuter, along with a number of innovative voices from a variety of different academic fields and political movements, examine three key themes: the university as a contested institution, the role of the politically engaged intellectual, and experiments in alternative education. The collection contributes to the debates on the neoliberal transformation of higher education, and to the diffusion of social movements that insist it is possible to create workable alternatives to the current world order.This critical examination of the educational dimension of social and political struggles is presented by both professional academics and activists, many of whom are directly involved in the very experiments they discuss. Rescuing and revaluing the concept of utopia, the editors and their international contributors propose that utopian theory and practice acquire a new relevance in light of the hyper-inclusive logic of neoliberalism. Utopian Pedagogy is a challenge to the developing world order that will stimulate debate in the fields of education and beyond, and encourage the development of socially sustainable alternatives.Contributors:Michael AlbertBrian AlleyneIan AngusAllan AntliffFranco BerardiMarkEdelman BorenGuido BorioEnda BrophyColectivo SituacionesMark CoteMariarosa DallaCostaRichard J.F. DayGreig de PeuterNick DyerWithefordHenry GirouxStuart HallKelly HarrisMartinImran MunirFrancesca PozziGigi RoggeroShveta SardaSarita SrivastavaRichard ToewsCarlos Alberto TorresSebastian TouzaJerry Zaslove. 410 0$aCultural spaces. 606 $aCritical pedagogy 606 $aAnti-globalization movement$xStudy and teaching (Higher) 606 $aSocial justice$xStudy and teaching (Higher) 606 $aIntellectuals 606 $aNeoliberalism 606 $aEducational sociology 606 $aAntimondialisation$xEtude et enseignement (Superieur) 606 $aJustice sociale$xEtude et enseignement (Superieur) 606 $aIntellectuels 606 $aNeo-liberalisme 606 $aSociologie de l'education 606 $aKritische pedagogiek$2gtt 606 $aAnti-globalismebeweging$2gtt 606 $aSociale rechtvaardigheid$2gtt 615 0$aCritical pedagogy. 615 0$aAnti-globalization movement$xStudy and teaching (Higher) 615 0$aSocial justice$xStudy and teaching (Higher) 615 0$aIntellectuals. 615 0$aNeoliberalism. 615 0$aEducational sociology. 615 6$aAntimondialisation$xEtude et enseignement (Superieur) 615 6$aJustice sociale$xEtude et enseignement (Superieur) 615 6$aIntellectuels. 615 6$aNeo-liberalisme. 615 6$aSociologie de l'education. 615 17$aKritische pedagogiek. 615 17$aAnti-globalismebeweging. 615 17$aSociale rechtvaardigheid. 676 $a303.48/40711 686 $a89.62$2bcl 701 $aDay$b Richard J. F$0602750 701 $aDe Peuter$b Greig$0706530 701 $aCote$b Mark$01811985 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910960642503321 996 $aUtopian pedagogy$94364197 997 $aUNINA LEADER 04194nam 2200745Ia 450 001 9910958456103321 005 20251116215731.0 010 $a9786611729486 010 $a9781281729484 010 $a1281729485 010 $a9780300129151 010 $a0300129157 024 7 $a10.12987/9780300129151 035 $a(CKB)1000000000471979 035 $a(StDuBDS)AH23049562 035 $a(SSID)ssj0000267982 035 $a(PQKBManifestationID)11246454 035 $a(PQKBTitleCode)TC0000267982 035 $a(PQKBWorkID)10211964 035 $a(PQKB)10591128 035 $a(MiAaPQ)EBC3420084 035 $a(DE-B1597)485338 035 $a(OCoLC)952732075 035 $a(DE-B1597)9780300129151 035 $a(Au-PeEL)EBL3420084 035 $a(CaPaEBR)ebr10170774 035 $a(OCoLC)923589483 035 $a(Perlego)1089562 035 $z(OCoLC)952732075 035 $a(EXLCZ)991000000000471979 100 $a19990923d2000 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aVisions of schooling $econscience, community, and common education /$fRosemary C. Salomone 205 $a1st ed. 210 $aNew Haven, Conn. $cYale University Press$dc2000 215 $a1 online resource (352 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a9780300081190 311 0 $a0300081197 320 $aIncludes bibliographical references (p.273-315) and index. 327 $tFront matter --$tContents --$tPreface --$t1. Introduction --$t2. The Common School: Past as Prologue --$t3. From Children's Rights to Parents' Rights --$t4. The Supreme Court as Schoolmaster --$t5. Voices of Dissent --$t6. Struggling with Satan --$t7. Education for Democratic Citizenship --$t8. Re-Envisioning Common Education --$t9. Conclusion --$tNotes --$tIndex 330 $aAt no time in the past century have there been fiercer battles over our public schools than there are now. Parents and educational reformers are challenging not only the mission, content, and structure of mass compulsory schooling but also its underlying premise-that the values promoted through public education are neutral and therefore acceptable to any reasonable person. In this important book, Rosemary Salomone sets aside the ideological and inflammatory rhetoric that surrounds today's debates over educational values and family choice. She offers instead a fair-minded examination of education for democratic citizenship in a society that values freedom of conscience and religious pluralism. And she proposes a balanced course of action that redefines but does not sever the relationship between education and the state. Salomone demonstrates how contemporary conflicts are the product of past educational and social movements. She lays bare some of the myths that support the current government monopoly over education and reveals how it privileges those of economic means. Through a detailed case study of recent controversy in a suburban New York school district, the author explores the legal and policy issues that arise when widely disparate world views stand in the way of political compromise on educational materials, techniques, and programs. Salomone builds a case for educational governance that places the developmental needs of the child at the center of family autonomy. She advances a plan that respects diverse values and visions of schooling while preserving the core commitments that bind our nation. 606 $aSchool choice$zUnited States 606 $aCommunity and school$zUnited States 606 $aEducation$xCurricula$zUnited States 606 $aMoral education$zUnited States 606 $aEducation and state$zUnited States 615 0$aSchool choice 615 0$aCommunity and school 615 0$aEducation$xCurricula 615 0$aMoral education 615 0$aEducation and state 676 $a371.19/0973 700 $aSalomone$b Rosemary C$01036870 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910958456103321 996 $aVisions of schooling$94351676 997 $aUNINA