Document Type
Article
Publication Date
1986
Abstract
Henry A. Giroux and Peter McLaren argue that many of the recently recommended public school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others in the early part of this century. Yet, Giroux and McLaren believe that this historical precedent suggests a way of reconceptualizing teaching and public schooling which revives the values of democratic citizenship and social justice. They demonstrate that teachers, as "transformative intellectuals," can reclaim space in schools for the exercise of critical citizenship via an ethical and political discourse that recasts, in emancipatory terms, the relationships between authority and teacher work, and schooling and the social order. Moreover, the authors outline a teacher education curriculum that links the critical study of power, language, culture, and history to the practice of a critical pedagogy, one that values student experience and student voice.
Recommended Citation
Giroux, H. A., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling.Harvard Educational Review, 56(3): 213-238.
Peer Reviewed
1
Copyright
Harvard Education Publishing Group
Included in
Curriculum and Social Inquiry Commons, Educational Administration and Supervision Commons, Educational Sociology Commons
Comments
This article was originally posted in Harvard Educational Review, volume 56, issue 3, in 1986.