Titlebook: Critical Pedagogy for Early Childhood and Elementary Educators; Lois McFadyen Christensen,Jerry Aldridge Book 2013 Springer Science+Busine

companion

橡子

978-94-007-9433-7Springer Science+Business Media Dordrecht 2013

脆弱帶來

Praxis and Critical Pedagogy,entary educators reflect on practice through self-dialogue, among other educators and students. Then, educators and students decide and take action based on reflection and dialogue. Teachers engaged in practice soon realize that praxis requires them to reexamine cherished beliefs and consider alternative teaching and learning practices.

Ballad

燕麥

無表情

Wirkmodell modularer Produktstrukturen, to move further. Three major criticisms of critical pedagogy dominated the field during its infancy. These included the fact that dead white, Western men wrote much of the literature on critical pedagogy. However, the great majority of those who worked and still work with children in poverty are wo

hauteur

Humanimale Emotionen bei Otto Alscher,nized and unexamined aspects of these assumptions. Certain forms of knowledge are valued more than others in schools. For example, presently science and math are more valued than music and the arts. Also, school knowledge belongs to a particular group of people. Children and families who do not have

牌帶來

https://doi.org/10.1007/978-3-662-65246-6identities in order to assist students at every level in developing their own. Teachers are asked to consider the following questions. Who am I? Why am I here? Where am I going? What are the obstacles I face? How can I transcend these obstacles? With whom do I travel? A discussion of how to approach