| |
| |
| Introduction | |
| |
| |
| |
| Why in the World Does Critical Pedagogy Matter? | |
| |
| |
| The Lesson of Dayna: One Size Does Not Fit All | |
| |
| |
| Three Perspectives on Pedagogy: the Artist's Notes | |
| |
| |
| Critical Pedagogy: What in the World Do I Think It Is? | |
| |
| |
| How I Came to These Understandings | |
| |
| |
| My Journey: First, Spanish; Next, Bilingual; Finally, Critical Pedagogy | |
| |
| |
| The Word Universe | |
| |
| |
| History Helps: Three Perspectives | |
| |
| |
| Transmission Model | |
| |
| |
| Generative Model | |
| |
| |
| Transformative Model | |
| |
| |
| Transmission to Transformative and Example | |
| |
| |
| K-W-L | |
| |
| |
| The World Is Changing Faster and Faster | |
| |
| |
| M.Greene and More | |
| |
| |
| New Resources | |
| |
| |
| Banks and Social Action | |
| |
| |
| The Benson Kids: Teaching is Learning | |
| |
| |
| Learn, Relearn, and Unlearn Your Way to Critical Pedagogy | |
| |
| |
| The Reflective Cycle, An Overview: More Learning, Relearning, and Unlearning | |
| |
| |
| The Reflective Cycle and You | |
| |
| |
| Notes | |
| |
| |
| |
| What in the World Is Critical Pedagogy? | |
| |
| |
| A Word About Language | |
| |
| |
| Dawn Does Critical Pedagogy | |
| |
| |
| Le Does Critical Pedagogy | |
| |
| |
| What's In A Name? | |
| |
| |
| Definitions | |
| |
| |
| Generative Definitions | |
| |
| |
| Language of Possibility, Language of Critique | |
| |
| |
| Vygotsky: Reaching Back to Move Forward | |
| |
| |
| Word by Word | |
| |
| |
| Banking Model of Education | |
| |
| |
| Conscientization | |
| |
| |
| Carmen Has It | |
| |
| |
| Rainey Doesn't���Well, Didn't | |
| |
| |
| Codification | |
| |
| |
| Culture | |
| |
| |
| Cultural Capital | |
| |
| |
| Dialectic | |
| |
| |
| Dialogue | |
| |
| |
| Discourse | |
| |
| |
| Hegemony | |
| |
| |
| Hidden Curriculum | |
| |
| |
| Literacies | |
| |
| |
| Critical Literacy: Reading the Word and the World | |
| |
| |
| Orate and Literate Communities | |
| |
| |
| Pedagogy | |
| |
| |
| Praxis | |
| |
| |
| CARMA, Critical Action Research Matrix Application | |
| |
| |
| Problem Posing | |
| |
| |
| To Groom | |
| |
| |
| To Name | |
| |
| |
| To Marginalize | |
| |
| |
| Schooling, or to School | |
| |
| |
| To Silence | |
| |
| |
| To Socialize | |
| |
| |
| Voice | |
| |
| |
| I Have Eaten More Rice | |
| |
| |
| Reflective Cycle | |
| |
| |
| Notes | |
| |
| |
| |
| Where in the World Did Critical Pedagogy Come From? | |
| |
| |
| The Tree Continues to Grow | |
| |
| |
| Why Socrates? | |
| |
| |
| Why Plato? | |
| |
| |
| Why Aristotle? | |
| |
| |
| Why Vygotsky? | |
| |
| |
| The Latin Voice | |
| |
| |
| Freire: the Foundation | |
| |
| |
| Freire's Voice: A Transcription of an Audiotape | |
| |
| |
| The European Voice | |
| |
| |
| Gramsci | |
| |
| |
| Marx | |
| |
| |
| The Frankfurt School of Critical Theory | |
| |
| |
| Tove Skutnabb-Kangas | |
| |
| |
| The Eastern Voice | |
| |
| |
| Reflections from the East | |
| |
| |
| Peace Education | |
| |
| |
| The North American Voice | |
| |
| |
| Dewey | |
| |
| |
| Ada | |
| |
| |
| McCaleb | |
| |
| |
| Giroux | |
| |
| |
| McLaren | |
| |
| |
| Cummins | |
| |
| |
| Krashen | |
| |
| |
| A Few (more) Good Women | |
| |
| |
| A Few Good Men | |
| |
| |
| The African American Voice: Group Solidarity | |
| |
| |
| The Perspective from Down Under | |
| |
| |
| The Historical Evolution of Critical Pedagogy | |
| |
| |
| The Benson Kids Again | |
| |
| |
| Reflective Cycle | |
| |
| |
| Notes | |
| |
| |
| |
| How in the World Do You Do Critical Pedagogy? | |
| |
| |
| Thinking about Practice | |
| |
| |
| Carla: Reflecting on Her Practice | |
| |
| |
| Democratic Pedagogy | |
| |
| |
| Praxis: Linking Theory and Practice | |
| |
| |
| Two Perspectives | |
| |
| |
| So How Do You Do Critical Pedagogy? | |
| |
| |
| Problem Posing: Jonathan and Wyatt, Examples from the Community | |
| |
| |
| Problem Posing: Miss Johnson, an Example from Secondary Schools | |
| |
| |
| Principles of Problem Posing | |
| |
| |
| The Teacher's Role in Problem Posing | |
| |
| |
| Problem Posing: Stephanie, an Example from the Primary Grades | |
| |
| |
| Problem Posing: Codification | |
| |
| |
| Problem Posing: Reggie, an Example from Postsecondary | |
| |
| |
| Homerun Reading | |
| |
| |
| The Essence Is in the Experience | |
| |
| |
| Popcorn | |
| |
| |
| How to Do It | |
| |
| |
| The Experience | |
| |
| |
| Pair Share | |
| |
| |
| How to Do It | |
| |
| |
| The Experience | |
| |
| |
| Dialogue Journal | |
| |
| |
| How to Do It | |
| |
| |
| The Experience | |
| |
| |
| Bloom's Taxonomies | |
| |
| |
| How to Do It | |
| |
| |
| The Experience | |
| |
| |
| Teaching and Learning in the Desert | |
| |
| |
| Four Corners | |
| |
| |
| How to Do It | |
| |
| |
| The Experience | |
| |
| |
| The Messenger and the Scribe | |
| |
| |
| How to Do It | |
| |
| |
| The Experience | |
| |
| |
| Comprehending/Comprehension | |
| |
| |
| How to Do It | |
| |
| |
| The Experience | |
| |
| |
| Problem-Posing Activity: Literacy | |
| |
| |
| How to Do It | |
| |
| |
| The Experience | |
| |
| |
| To Name | |
| |
| |
| To Reflect Critically | |
| |
| |
| To Act | |
| |
| |
| The Mess | |
| |
| |
| Mayida and the Mess | |
| |
| |
| NCLB Calls Us to the Mess | |
| |
| |
| The Proof Is in the Pudding | |
| |
| |
| The Principal: Doing Critical Pedagogy | |
| |
| |
| Talking the Talk in the University | |
| |
| |
| Library Mapping | |
| |
| |
| Reflective Cycle | |
| |
| |
| Notes | |
| |
| |
| |
| Where in the World Do We Go From Here | |
| |
| |
| Who Are the Students? | |
| |
| |
| Burke's Generational Chart: Boomers, Gen X, and Gen Y | |
| |
| |
| Students of the Twenty-First Century | |
| |
| |
| Advocacy and Action | |
| |
| |
| The Virtual Present and Future | |
| |
| |
| From Critical Literacy to Multiliteracies | |
| |
| |
| The Pedagogy of a Caring Heart and Critical Eyes | |
| |
| |
| A Caring Heart | |
| |
| |
| A Critical Eye | |
| |
| |
| Pedagogy of Courage and Patience | |
| |
| |
| Time, Time, Time | |
| |
| |
| From Buttercup to Power | |
| |
| |
| Teachers Taught Me, Too | |
| |
| |
| What Teachers Taught Me | |
| |
| |
| Models of Parental Involvement | |
| |
| |
| Family Involvement or Family Engagement | |
| |
| |
| Gintell Does Critical Pedagogy | |
| |
| |
| Family Graph | |
| |
| |
| Putting the Home Back in Homework | |
| |
| |
| Reflection to Action | |
| |
| |
| School Families | |
| |
| |
| Now, Here Is the Point | |
| |
| |
| To Make a Difference | |
| |
| |
| Bob | |
| |
| |
| What I Can Do | |
| |
| |
| Your Final Reflection | |
| |
| |
| Note 180 | |
| |
| |
| Bibliography | |
| |
| |
| Index | |