DOCSLIB.ORG

Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition POSSIBILITIES FOR NEW BEGINNINGS: OPPRESSION, SOCIAL AGENCY, AND EDUCATION by Rula Kahil A thesis submitted in conformity with the requirements For the degree of Master of Arts Department of Theory and Policy Studies in Education University of Toronto ©Copyright by Rula Kahil (2008) Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-45238-7 Our file Notre reference ISBN: 978-0-494-45238-7 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada POSSIBILITIES FOR NEW BEGINNINGS: OPPRESSION, SOCIAL AGENCY, AND EDUCATION Masters of Arts, 2008 Rula Kahil Department of Theory and Policy Studies in Education University of Toronto Abstract This thesis investigates the philosophical justification for teachers as social agents given especially conditions of oppression and despair. This investigation tak,es place through discussing Paulo Freire's work on oppression and liberatory education, and Maxine Greene's work on imagination and social agency. When applied to the context of the thesis, Limitations of both works are pointed out and a common ground of both is suggested. An alternative of some of Freire's and Greene's work moved by Lugones' position, "in between either or" is offered, and a rationale is given on its significance in resisting hierarchies of domination and subjugation asserted through denying one's multiplicity. Implications of such positions and perceptions on the educational realm and on teachers' work as social agents are discussed. Suggestions for work at the university, school, and community levels are made. Limitations and suggestions for further work on topics elicited by the thesis work are presented. II ACKNOWLEGEMENTS This thesis is a result of the love, encouragement, and care of many people. Without their presence in my life, this accomplishment would not have been possible. I would like to take this opportunity to express my gratitude and appreciation to few of them. I first thank my loving husband for all the support and belief he has in me. I thank him for going beyond the conventional and allowing me to be! I also thank my children, Loulwa and Nour, for being so patient, mature, and supportive of my absence. I thank my parents for supporting my journey and taking pride and involvement while I am away from home, from my family, and from them. I want to express my deep gratitude and appreciation to my supervisor Professor John Portelli, for his excellent academic guidance and support of all my work and ideas. Thank you for understanding, encouraging, and always challenging me to go beyond what I start with. I also want to thank Professor Mark Evans, whose gentle remarks and positive feed­ back anchored my thinking and encouraged me. Thank you for your gentleness and care. I thank my former principal and friend, Geri Branch, for helping me realize that "things could be otherwise" and for pushing me to "new possibilities." I thank all my friends, the old and the new, for all the love I was surrounded with during my movement between different worlds! I specifically thank my dear colleague Sara Khoury for taking on a huge job revising and editing my work. Thanks for all your love and dedication. iii To Dad The first educator liberator in my life, whose words, actions, and dedication to education became part of who I am. To Geri Branch An educator liberator of the twenty first century, whose love, humility, and belief in each individual is an inspiration to me. To Loulwa and Nour, my children May you encounter some of those educator liberators in your life time. IV Contents Abstract ii Acknowledgements iii Chapter One: Introduction, Background, and Context 1 Introduction and background 1 Section one 2 The Context of the Topic 2 Historical background of education in Lebanon 4 Aspects of Neoliberalism 8 Lebanon and the impact of Neoliberalism 9 Personal narratives 11 Research question 15 Significance of the study 16 Theoretical framework and overview of chapters 17 Chapter Two: Oppression, New Beginning, and Imagination 20 Section one: 21 Definition of some Key Concepts 21 The rationale behind choosing the work of Paulo Freire and Maxine Greene 22 Paulo Freire's work 22 Maxine Greene's work 24 Section Two: 26 On Oppression and Paulo Freire's work 26 The Importance of the Context of the Leader and Involvement in Reality 26 Oppression as an Act of Dehumanization 27 The Relationship of the Oppressed and Oppressors 28 The fear of freedom 28 The Role of education 29 Praxis as an Educational and Self- Realization Tool 30 Banking and Libratory Education 31 The Libratory system of Education and Awareness 32 The Relationship between the Liberator Teacher/Social agent and the learner 33 The Problem-Posing method in the Libratory system of Education 34 Characteristics of the Problem-Posing Educator 35 The Significance of Dialogue 35 Section three: 36 Maxine Greene; Background and Influence on Education 36 Self-reflection and wide-awakening 38 Interrogation and Anxiety 39 The Educational Realm and the Role of the Teacher 39 The Liberator Educator/Social agent 40 The Role of Imagination in Learning 41 Taking Risks; Imagination and Empathy 42 Literature and imagination 43 Metaphor in literature 44 v Imagination and the Liberator Social Agent Teacher 45 The Tasks of the Social Agent Teacher 46 The Process of Teaching for Social Agency and Liberation 46 Agency as a Social Endeavour and a Need for Space and Place 47 Chapter Three: Freire and Greene: Limitations, Common Ground and a Move from Either / Or to "In Between Either/Or" 50 Section one: Limitations and Common Ground in Freire's and Greene's Work 51 Limitations perceived in Freire's work 51 Awareness of the reality of oppression 52 The sharp distinction between the oppressed and the oppressor 52 Differences in Oppression 53 Oppression in Neoliberalism 55 Limitations Perceived in Greene's Work 56 A Special Emphasis on the Importance of Literature 57 Accessibility of literature in multiple of contexts 57 Teachers and awareness of literature 59 A Common Ground for Freire's and Greene's Work 60 Section Two: 62 Either/Or, or "In the Middle of Either/Or" 62 Fellows and Razzack's perception of the Outsider and Insider 64 Historical Account on the Hierarchies of Domination 65 The race to innocence 66 A Reversed Perspective of Outsider/Insider, the Oppressed and the Oppressor 67 The permeability of the two notions; the outsider and the insider 68 Purity/ impurity and plurality 70 Two acts of separation 70 Mestizaje as curdling and multiplicity 72 Multiplicity and Imagination 73 A personal account on fragmentation and multiplicity 75 Chapter Four: Education and possibilities 77 Section one: 77 Education and situated knowledges 77 Educational attempts and connection to institutions 78 Educational Institutions and the Teachers Within 79 Arrogant Perceptions and Teaching 81 The impact of the Educational/Political System and Institutions 83 Section two: 84 Suggestions for work at the University level 84 Suggestion for Work at the School level 87 Creating Contexts for Connection 87 Teachers' and Students' Dialogue and Narratives 87 Reflection and problem- posing 89 Examples on reflection and taking perspectives 90 Work at the community level 91 Section Three: 93 Reflections and conclusions 93 vi Final Thoughts 96 References 98 VII Possibilities For New Beginnings CHAPTER ONE Introduction, Background, and Context Introduction and background What if we discover that our present way of life is irreconcilable with our vocation to become folly human? (Paulo Freire as cited in Wheatley, 2002, p. 63) Many are the discussions, forums, and books written on issues related to social justice, social agency, oppression and responsibility in education. Many of the issues discussed are considered to be a human endeavour and responsibility that some politicians, philosophers, and educators regard as their mission to make a difference in life. However, real work and discovering our vocation as being fully human, is rooted in one's immediate context and lived experiences. How can one be aware of the lack of and need for social agency, the presence of and impact of oppression if one's life experiences are not irreconcilable with such realities? Cole & Knowles (2001) assert the importance of lived experiences in one's context: Lives are never lived in complete isolation from social contexts.
Load more

Recommended publications
  • The Person and Education MAXINE GREENE Brooklyn College
    The Person And Education MAXINE GREENE Brooklyn College This book is, from one vantage point, a and stable ideals. Nor could he accept the position paper on a philosophic outlook notion that values could be scientifically called "Empirical Personalism." From defined. And as a committed personalist, he another, it is a call for a democratic school could not give up his belief in his engaged in dialogue, staffed by teachers metaphysic, not as a "logically predictive" who are both empiricists and "witnesses"— premise, but "as a reasoned source of and dedicated, above all things, to the inspiration for pursuing values," an "emergence of persons." overarching and unifying principle which could sanction the centrality of man. But Professor Soderquist has also given us his credo here, his fundamental commitment It is apparently for this reason that he turned as teacher and educational philosopher. His to the writings of certain existentialist book, therefore, becomes a kind of log of an philosophers, particularly Kierkegaard, intellectual—or, perhaps, a sentimental— Jaspers, Heidegger, and Marcel. One journey, concluding with the discovery that suspects, in fact, that his need for modernity one can go home again. made him welcome the growing popularity of existentialism (or what he took to be Home, for Harold Soderquist, is the belief existentialism) in the past few decades. called personalism, with its roots in Living professionally among progressives nineteenth-century romantic idealism, its and empiricists, he could not have found it associations with Protestant theologies, its easy to think of himself as "dated," as focus on metaphysics, values, and "the archaic in some way.
    [Show full text]
  • Curriculum of Imagination Beyond the Walls of Standardization
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2006 Curriculum of Imagination Beyond the Walls of Standardization Robert Lewis Lake Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Lake, Robert Lewis, "Curriculum of Imagination Beyond the Walls of Standardization" (2006). Electronic Theses and Dissertations. 512. https://digitalcommons.georgiasouthern.edu/etd/512 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. A CURRICULUM OF IMAGINATION BEYOND THE WALLS OF STANDARDIZATION by ROBERT LAKE (Under the Direction of Ming Fang He) ABSTRACT This dissertation is a theoretical inquiry into ways of seeing, knowing, and learning that are frequently excluded in this present climate of standardized practices in the field of education. In this study, I explore how imagination permeates every aspect of life experience and helps develop personal and political awareness in students to look beyond what they take for granted, to question the normal, and to develop various ways of knowing, seeing, feeling, and acting upon positive social and educational change in an era of accountability. This is accomplished by tracing the historical and contemporary evolution of the concepts of imagination and metaphor and, in specific terms, how they make possible the creation of personal meaning and agency. An imaginary dialogue based on actual quotations from Maxine Greene and Paulo Freire serves as the theoretical framework for the inquiry, with the researcher’s commentary interspersed at various points in the conversation.
    [Show full text]
  • The Calm Against the Storm, Or, Levels of Concern, by Maxine Greene
    GREENE The Sixties 307 THE SIXTIES: THE CALM AGAINST THE STORM, OR, LEVELS OF CONCERN Maxine Greene Teachers College Columbia University Striving to avoid presentism, staving off some of my own memories, I turned to Educational Theory in the decade of the “Sixties.” Because of my associations with the unrest of that period, I looked back with considerable expectancy where educational philosophy was concerned. I was sure, somehow, that there would be responses to what seemed to be a variety of philosophical questions inherent in the Civil Rights movement, with its stress upon civil disobedience, nonviolence, and redemptive suffering. There were issues like conscientious objection to a draft occasioned by what seemed to increasing numbers to be an unjust war. It would appear, even from the present vantage point, that appeals to intuition and to the moral law (in tension with rationality and the civil law), while warranted by war or cruel circumstances existing in the South, held implications for the schools. There were the demonstrations, mostly peaceful, some of them not, and odd alliances among those Norman Mailer called “armies of the night.”1 Legislation having to do with educational equality, compensatory education, and sexual equality raised an unprecedented set of problems, some of them linguistic, some arising from genera- tions of discrimination scarcely questioned before. I realize I was looking through lenses partly derived from recollections of participation in the 1963 March on Washington, of taking buses to peace demonstrations, of trying to convince col- leagues to take positions on the war in Vietnam. And, of course, there were the three assassinations that shook our faith in political possibility.
    [Show full text]
  • Download File
    LISTENING FOR SOUNDS OF STRIVING: MAXINE GREENE AND STORIES OF MUSIC TEACHER BECOMINGS Mya Katherine Magnusson Scarlato Submitted in partial fulfillment of the Requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2021 © 2021 Mya Katherine Magnusson Scarlato All Rights Reserved Abstract Listening for Sounds of Striving: Maxine Greene and Stories of Music Teacher Becomings Mya Katherine Magnusson Scarlato This phenomenological study explores the lived experiences of three music teachers who are invited to view themselves and their practices as “becoming” in the context of Maxine Greene’s philosophy of education. In communion with my own becoming as teacher and researcher, I explore the aspects of my participants’ musical and teaching identities over the course of their careers and in relation to their unique teaching contexts. Throughout this project, I explored qualities of resonance, striving, a sense of artistic “re-capturing,” wide-awakeness, social imagination, and courage. I came to understand that stories play an important role in shaping our perceptions of reality and awareness of the lived lives of the “other” as we strive together toward a more just society through artistic encounters in education. Table of Contents I. FREQUENCIES OF WHICH I WAS UNAWARE ................................................................ 1 Related Literature .................................................................................................................... 3 Theoretical Framework ...........................................................................................................
    [Show full text]
  • University of Dundee Freedom, Aesthetics, and the Agôn of Living In
    University of Dundee Freedom, aesthetics, and the agôn of living in Maxine Greene's work Baldacchino, John Published in: Review of Education, Pedagogy and Cultural Studies DOI: 10.1080/10714413.2017.1262153 Publication date: 2017 Licence: Other Document Version Peer reviewed version Link to publication in Discovery Research Portal Citation for published version (APA): Baldacchino, J. (2017). Freedom, aesthetics, and the agôn of living in Maxine Greene's work. Review of Education, Pedagogy and Cultural Studies, 39(1), 18-38. https://doi.org/10.1080/10714413.2017.1262153 General rights Copyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal. Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 02. Oct. 2021 MAXINE’S CHOICE(S) Freedom, aesthetics, and the agôn of living in Maxine Greene’s work John Baldacchino University of Dundee, Scotland Abstract: Maxine Greene argues that to take a position is to make a choice. This choice is concrete, free and active.
    [Show full text]
  • 768 Teachers College Record
    768 Teachers College Record Power over Power David Nyberg. Ithaca, N.Y.: Cornell University Press, 1981, $14.95. 200 pp. MAXINE GREENE, Teachers College, Columbia University In his “Philosophies of Freedom,” John Dewey laid great stress on the “intrinsic connection between choice as freedom and power of action as freedom.“’ His concern was for the “power of vision and reflection,” the “power-to-do” in relation to the actualization of freedom. David Nyberg may be the first educational thinker to take seriously the notion of power and its relevance, not only for a conceptualization of freedom, but for a philosophy of education as well. He is certainly the first to talk about teaching power and the “skills of freedom.” Disagreeing with Socrates in the Gorgias, Nyberg rejects the idea that a philosophy of power is antithetical to a philosophy of culture or education. If education has in part to do with empowering persons to make life plans for themselves, if it has anything to do with enabling them to act on their projects, it has to “speak to power.” Because power refers to something that comes into being within the context of social relations, because (as Hannah Arendt says) “it corresponds to the human ability not just to act but to act in concert,“* and because one of the fundamental meanings of freedom has to do with action along with and with respect to others, the old polarity of power and freedom probably should be reconceived. Professor Nyberg goes at the problem of reconceptualization as an educational philosopher fundamentally concerned with clarity and, yes, with rationality.
    [Show full text]
  • Passion of Pluralism by Maxine Greene
    TheThe PassionsPassions ofof Pluralism:Pluralism: MulticulturalismMulticulturalism andand thethe ExpandingExpanding CommunityCommunity ByBy MaxineMaxine GreeneGreene MaxineMaxine GreeneGreene BackgroundBackground InformationInformation Has made a career out of lecturinging andand writingwriting aboutabout herher philosophilosophy of education and calls herself a philosopher, inquirer and an artist. She is past President of the American Educational Research Association (AREA), Philosophy of Education Society, American Educational Studies Association (AESA), and the Middle Atlantic States Philosophyilosophy ofof EducationEducation Society.Society. Founder of the Maxine Greene Foundation: Foundation for Social Imagination, the ArtArtss and Education Served as the executive councilil onon thethe JohnJohn DeweyDewey SocietySociety Has made influential strides as a faculty member at Teacher’’s College of Coluibia UniversitUniversityy in New York City. Received her doctorate from NYU in 1955 and went on to teach there, Montclair, and Brooklyn College. Presently, Maxine teachers at Teacher’’s College of Columbia where she is the William F. Russell Professor in the Foundations of Education. DrDr GreeneGreene’’ss MainMain PointsPoints Our nation continues to grow and expand each day with an increase in multiculturalism. As a nation have to come to grips with this and accept it. Every individual plays an important role in our society and the voices of all citizens need to be heard. With America’s increasing cultural diversity, Dr. Greene stresses the need to recognize John Dewey’s philosophy as a “Great Community” ..Main..Main PointsPoints Continued..Continued.. Dr. Greene wishes for people to rediscover or discover for the first time the uniqueness of each person. She feels each individual is unique and he or she has a right to be heard and recognized in the national community.
    [Show full text]
  • The Influence of Sartre and Merleau-Ponty on Greene’S Educational Pedagogy Shaireen Rasheed C.W
    394 The Existential Concept of Freedom The Existential Concept of Freedom for Maxine Greene: The Influence of Sartre and Merleau-Ponty on Greene’s Educational Pedagogy Shaireen Rasheed C.W. Post, Long Island University When freedom is the question, it is always time to begin.1 Maxine Greene and Jean-Paul Sartre both believe that it is through the dialectical principle of negativity and freedom that meaning and intelligibility are conferred upon the world in their manifest form. This notion is important throughout Greene’s work, and is particularly important in Dialectic of Freedom, where Greene says about the student that “We must foster the freedom that he/she can attain as she moves dialectically between necessity and fulfillment, between the ineradicable qualities of her particular situation and the thus far unrealized capacities which are hers” (DF, 163). Sartre’s existentialist concept of freedom suggests that morality as a whole is the province of individual self-determination, and the social dimension of morality and relationships with others comes in simply as one element in the design of an individual life. Sartre’s focus on individuality is particularly acute in Being and Nothingness. To use one’s freedom of action, according to Sartre, means that one wills a world that bends to his or her desires. Rule-governed situations can be included within this world only to the extent that they can be shown to involve individual choice. Greene, in emphasizing the social dimension of freedom, represents an advance on Sartre’s individualistic philosophy. She is so faithful to the idea of an involved consciousness that the idea of a detached consciousness is largely negative in her cosmology of freedom.
    [Show full text]
  • IMAGINATION, INQUIRY, & VOICE a Deweyan Approach to Education In
    AMANDA N. GULLA, HOLLY FAIRBANK, & STEPHEN M. NOONAN IMAGINATION, INQUIRY, & VOICE A Deweyan Approach to Education in a 21st Century Urban high School Figure 1. MGHS student ARTE Spring Mural. 2018. Retrieved from: https://www.mghs.nyc/apps/pages/index.jsp?uREC_ID=1111369&type=d&pREC_ID=14063 71 Abstract: We describe the ways in which the teachers and administrators at The Maxine Greene High School for Imaginative Inquiry (MGHS), an urban public high school named for the philosopher Maxine Greene, are working to embody Greene’s and Dewey’s notion of imagination in the context of a practice called “imaginative inquiry.” Greene considered the role of the imagination in education as a call to action, for once one can imagine a better world, one is compelled to act. Following on and extending Dewey’s work, she defined her philosophy of aesthetic education as signifying “an initiation into new ways of seeing, hearing, feeling, moving…the nurture of a special kind of reflectiveness and expressiveness, a reaching out for meanings, a learning to learn" (p. 7). Imaginative inquiry, the vehicle for enacting an aesthetic education curriculum, is a practice that is fueled by curiosity by which the imagination interacts with the world to bring about multiple possible meanings and ways of understanding. We reflect upon the process by which we are currently working in collaboration with the teachers at MGHS to make the work of imaginative inquiry accessible to all students, and to provide resources to support the work of imaginative inquiry and aesthetic education in high schools. P. Maarhuis, AG Rud (eds.), Imaging Dewey: Artful works and dialogue about Art as Experience, 00–00.
    [Show full text]
  • How Do We Think About Our Craft?
    How Do We Think about Our Craft? MAXINE GREENE Teachers College, Columbia University To speak of craft is to presume a knowledge of a certain range of skills and proficiencies. It is to imagine an educated capacity to attain a desired end-in- view or to bring about a desired result. Where teachers are concerned, the end- in-view has to do with student learning; the desired result has to do with the “match” between what students have learned and what their teachers believe they have taught. We differ considerably among ourselves, of course, on the ends we actually have in mind and on the degree to which they can be predefined. Some of us focus on measurable competencies; others, on the process of coming to know, or on “knowing how” rather than “knowing that.” Some of us confine our attention to the cognitive domain; others try to cultivate imaginative capacities as well as cognitive ones; still others place equal stress on the affective domain. Many of us are uncertain about how much of our craft we have learned and about how much “comes naturally.” We wonder how much of our understanding can be put into words. How much of what we do is purely habitual and routinized? To what degree are choice and imagination involved? Is there a frame of reference to which most of us refer, what has been called “procedural lore”?1 How often, in any case, do we reflect on what we are doing, given our incessant involvement in the activity of teaching, maintaining order, meeting needs, making plans? To ask how we think about our craft is not to ask what we know about it.
    [Show full text]
  • The Dialectical Imagination of Maxine Greene: Social Imagination As Critical Pedagogy
    Fairfield University DigitalCommons@Fairfield Graduate School of Education & Allied GSEAP Faculty Publications Professions 2016 The Dialectical Imagination of Maxine Greene: Social Imagination as Critical Pedagogy Wendy Kohli Fairfield University, [email protected] Follow this and additional works at: https://digitalcommons.fairfield.edu/education-facultypubs Copyright 2016 Purdue University Peer Reviewed Repository Citation Kohli, Wendy, "The Dialectical Imagination of Maxine Greene: Social Imagination as Critical Pedagogy" (2016). GSEAP Faculty Publications. 128. https://digitalcommons.fairfield.edu/education-facultypubs/128 Published Citation Kohli, Wendy. "The Dialectical Imagination of Maxine Greene: Social Imagination as Critical Pedagogy." Education and Culture 32, no. 1 (2016): 15-24. This item has been accepted for inclusion in DigitalCommons@Fairfield by an authorized administrator of DigitalCommons@Fairfield. It is brought to you by DigitalCommons@Fairfield with permission from the rights- holder(s) and is protected by copyright and/or related rights. You are free to use this item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses, you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. The Dialectical Imagination of Maxine Greene: Social Imagination as Critical Pedagogy
    [Show full text]
  • The Passionate Mind of Maxine Greene: 'I Am…Not Yet'
    The Passionate Mind of Maxine Greene Dedication: For Maxine Greene Note: All royalties from this collection go to Center for the Arts, Social Imagination, and Education founded by Maxine Greene at Teachers College, Columbia University. The Passionate Mind of Maxine Greene: ‘I Am…Not Yet’ Edited by William F.Pinar UK Falmer Press, 1 Gunpowder Square, London, EC4A 3DE USA Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 © William F.Pinar 1998 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publisher. First published in 1998 This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” A catalogue record for this book is available from the British Library ISBN 0-203-98072-7 Master e-book ISBN ISBN 0 7507 0812 3 cased ISBN 0 7507 0878 6 paper Library of Congress Cataloging-in-Publication Data are available on request Cover design by Caroline Archer Cover printed in Great Britain by Flexiprint Ltd., Lancing, East Sussex. Every effort has been made to contact copyright holders for their permission to reprint material in this book. The publishers would be grateful to hear from any copyright holder who is not here acknowledged and will undertake to rectify any errors or omissions in future editions of this book.
    [Show full text]