DOCSLIB.ORG

Development of the Adult Learners' Management

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Development of the Adult Learners' Management DEVELOPMENT OF THE ADULT LEARNERS’ MANAGEMENT PHILOSOPHY THROUGH CRITICAL MANAGEMENT STUDIES COURSES by CATHERINE HEATHERMAN MONAGHAN (Under the Direction of Ronald M. Cervero) ABSTRACT Adult education addresses many issues from a critical perspective in both content and pedagogy. Critical Management Studies (CMS) uses a critical perspective in management education questioning the underlying assumptions of power and privilege inherent in capitalism. The purpose of this qualitative case study was to understand how CMS courses affect adult learners’ management philosophy. The research questions guiding this study were: 1) how do CMS courses affect the adult learners’ management philosophy and 2) what factors in a CMS course contribute to the development of the adult learners’ management philosophy? The primary means of data collection were semi-structured interviews with eleven learners in two CMS courses in the United States and in the United Kingdom. Data were analyzed using the constant comparative method. The findings indicate that adult learners enter CMS classrooms with two different management philosophies: mainstream and critical. The course moved two participants to a more critical management philosophy. However, for most of the participants the course simultaneously reinforced their different, even opposing orientations at the same time. Two primary factors emerged in response to the second research question. One factor centered on the way participants linked their prior educational and life experiences to the course content, using prior experience as a guide for the usefulness and validity of the course content. The second factor revealed the importance of the instructor and the role of discussion in the development of the adult learners’ management philosophy. The instructor’s ability to encourage the learners to develop their own beliefs about management was instrumental. The discussion was another important element in helping learners to engage with the course, providing them with other viewpoints that both challenged and affirmed their philosophies. The results of this study revealed that (a) a CMS course can impact the adult learners’ management philosophy in multiple ways within the same course, (b) the outcomes from a CMS course derive from the intersection of course content, course process, the instructor, and the learner’s prior experience and identity, and (c) there can be a contradiction between the use of course content and a pedagogical process in a CMS course. INDEX WORDS: Adult education, Critical management studies, Management education, Critical pedagogy, Qualitative research, Learning, Management Philosophy, Training and development DEVELOPMENT OF THE ADULT LEARNERS’ MANAGEMENT PHILOSOPHY THROUGH CRITICAL MANAGEMENT STUDIES COURSES by CATHERINE HEATHERMAN MONAGHAN B.A., Shippensburg University of Pennsylvania, 1975 M.B.A., Shippensburg University of Pennsylvania, 1981 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2004 © 2004 Catherine Heatherman Monaghan All Rights Reserved DEVELOPMENT OF THE ADULT LEARNERS’ MANAGEMENT PHILOSOPHY THROUGH CRITICAL MANAGEMENT STUDIES COURSES by CATHERINE HEATHERMAN MONAGHAN Major Professor: Ronald M. Cervero Committee: Laura Bierema Ann K. Buchholtz Robert J. Hill Juanita Johnson-Bailey Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2004 DEDICATION This work is dedicated in loving memory to Rosemary V. Monaghan And Robert D. Yuzsczak My aunt Rosemary was also my Godmother and friend. She taught me the value of asking good questions until you found the heart of the matter. She modeled the important aspects of being a qualitative researcher long before I knew that qualitative research existed. She died just before I started this journey and her wisdom was missed as much as her memory is cherished. Bob was a dear friend from Chicago whose lovingly supported my life journey with his understanding and listening heart. His pride in my accomplishments always fueled my humility. His passing during this process left a hole in my life that is filled with cherished memories. Both of them left me one final gift. The use of their gift to fund my research, which involved traveling to England, was the best way that I could honor their memory and their unconditional love and faith in me. I will always be grateful for their final gifts. iv ACKNOWLEDGEMENTS I acknowledge with gratitude the support and guidance offered by my major professor and the members of my committee. Ron Cervero invited me to apply to the doctoral program as a means of pursuing my passion. As my major professor, he helped me navigate the journey, providing inspiration, insight, and valuable feedback along the way. His compassionate heart also helped me navigate some difficult times. Juanita Johnson-Bailey was a methodologist par excellence. Her guidance as I crafted my research design and analyzed my data helped me create important work in my field. My other committee members, Laura Bierema, Ann Buchholtz, and Bob Hill provided me with thoughtful and constructive feedback while stretching me to do my best. It was a pleasure to work with all of you. I would like to thank each of my participants for sharing their experiences and insights with me. They provided me with new ways to think about adult education. The instructors who said yes to my requests to use their classroom as my research sites were also important to this project. It was a pleasure and a privilege to work with you. A big thank you also goes to the community of learners in the department who shared their lives and laughter with me as we engaged in this often-monumental journey. You reminded me again and again that I could do it. I would especially like to thank Katie, Diane, Dougie, Janice, Tuere, Wei-Ting, JuSung, Letha, Bernadette, Linda, Judy, Gillian, and Joris. Other unsung heroes that lighted my path are Dave and Fred – it was so nice to know “normal” people in Athens and Denise Collins and Linda Chester, who always had time to talk and check that I had completed all the necessary paperwork on time. v vi Last, but not least, I would like to thank Brad Courtenay and his class on Spirituality which provided me with time each week to come up for air as I worked on my dissertation this spring. In addition, I would like to thank Margaret Holt for sharing her ideas, encouraging me in my work and on occasion for sharing food and friends with me. Outside of the wonderful community I found here in Athens, my family and friends also supported me on this journey. I would like to say thank you to Mary Ann Fischer whose weekly phone calls, especially in the beginning sustained me. My brothers Brian, Sean, and Kevin and my cousins Paul and Ronnie also supported me with their love. And finally, my Aunt Jeanne McKenna, part of a long line of McKenna and Monaghan woman who not only thought about but acted from a Love that embraced social justice as a way of life and instilled in me the desire to do the same. I would also like to thank my best friend Carl J. Ratner, who helped me to internalize what an intelligent and beautiful woman I am and Tom Valentine whose belief in my ability to be successful in this program when I first arrived gave me the confidence to finish. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS.............................................................................................................v LIST OF TABLES...........................................................................................................................x LIST OF FIGURES ....................................................................................................................... xi CHAPTER 1 INTRODUCTION .........................................................................................................1 Background ...............................................................................................................2 Research Problem......................................................................................................6 Statement of Problem ................................................................................................7 Purpose of the Study..................................................................................................9 Significance of the Study ..........................................................................................9 2 REVIEW OF THE LITERATURE .............................................................................11 Critical Management Studies: Background and Principles.....................................11 Critical Management Studies: Current Debates ......................................................23 Teaching and Learning about Power and Privilege.................................................31 Conclusion...............................................................................................................54 3 METHODOLOGY ......................................................................................................55 Research Design......................................................................................................55 Data Collection........................................................................................................63 Data Analysis ..........................................................................................................70
Load more

Recommended publications
  • 1 Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn
    Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux By Douglas Kellner (http://www.gseis.ucla.edu/faculty/kellner/) After publishing a series of books that many recognize as major works on contemporary education and critical pedagogy, Henry Giroux turned to cultural studies in the late 1980s to enrich education with expanded conceptions of pedagogy and literacy.1 This cultural turn is animated by the hope to reconstruct schooling with critical perspectives that can help us to better understand and transform contemporary culture and society in the contemporary era. Giroux provides cultural studies with a critical pedagogy missing in many versions and a sustained attempt to link critical pedagogy and cultural studies with developing a more democratic culture and citizenry. The result is an intersection of critical pedagogy and cultural studies that enhances both enterprises, providing a much-needed cultural and transformative political dimension to critical pedagogy and a pedagogical dimension to cultural studies. Crucially, Giroux has linked his attempts to transform pedagogy and education with the project of promoting radical democracy. Giroux's earlier work during the 1970s and 1980s focused on educational reform, pedagogy, and the transformation of education to promote radical democracy. In Border Crossings (1992), Giroux notes "a shift in both my politics and my theoretical work" (1). The shift included incorporation of new theoretical discourses of poststructuralism and postmodernism, cultural studies, and the politics of identity and difference embodied in the new discourses of class, gender, race, and sexuality that proliferated in the post- 1960s epoch.
    [Show full text]
  • The Contribution of Marxism to Education
    ACCESS: CONTEMPORARY ISSUES IN EDUCATION 1995, VOL. 14, NO. 2, 130–139 To find the new world in a critique of the old: The contribution of marxism to education Robert Mackie ABSTRACT Marxism should seek neither to escape from a full understanding of the reasons for its recent negative trajectory, nor quit the field in favour of either modernist liberalism or postmodernist fragmentation. Apologetics and defeatism are equally unacceptable. Additionally, with regard to education in particular, marxists have constantly emphasised its imbrication in society and history. So assessments of marxism's contributions to education, made particularly at a time when its standing is parlous or at best problematic, need a clear understanding of the shifting demography of revolutionary aspiration. Waxing and waning: Marxism now and then We gotta get out of this place If it's the last thing we ever do We gotta get out of this place There's a better life for me and you.1 In 1994 there appeared the Oxford Illustrated History of Western Philosophy edited by Anthony Kenny (Kenny, 1994). It contains a photo of a statue of Karl Marx in Berlin on the occasion of his one hundred and seventy-third birthday in 1991. Marx is bedecked with garlands of roses, while behind him, pensively peering over his shoulder, stands a small boy sucking his fingers. Below is a card on which is written, 'Du hattest ja so recht' - 'You were so right'. A touching vignette? A surprising tribute? A sly nostalgia? On May 7 1973, Time magazine published a feature article on the remarkable renaissance of Karl Marx.
    [Show full text]
  • Seeking a Way a White Teacher’S Journey from Critical Race Theory to Black Power Pedagogy
    FEATURE ARTICLE Seeking a Way A White Teacher’s Journey from Critical Race Theory to Black Power Pedagogy ALEXANDER B. PRATT University of Oregon HE NARRATIVE BELOW THAT OPENS this article describes the first unit that I taught in T my second year as a full-time classroom teacher at Jane Smith Elementary on the west side of Chicago. This narrative is my own recollection aided by notes and assignments collected at the time, though I am confining the discussion to my preparation for the instruction and my reflection upon completion of the instruction. As such, it is the kind of narrative re-tell that is used most often in works of narrative inquiry and in Pinar’s (1975) understanding of teaching autobiography and currere, which I will describe in more detail in the Methodology section. The purpose of the analysis in this article is to describe the ontology of race, specifically Blackness, as it is theorized in Critical Race Theory and how that ontology problematizes the way I thought about issues of race and racism in my first week of teaching and, more generally, the way such things are being addressed in current liberal and neoliberal classrooms. This problematic underestimates the impact of racism within our societal structure, leaving many teachers and students, myself included, the victims of an unrealistic and destructive conception of how racial justice and equality can be achieved. I suggest that one potential way forward that addresses this unrealistic expectation can be found in the pedagogy put forward in the literature of the Black Power Movement.
    [Show full text]
  • Voicing Critical Pedagogy in Academic Discourse: Exploring Power Structures Through Critical Discourse Analysis
    Global Language Review (GLR) URL: http://dx.doi.org/10.31703/glr.2016(I-I).03 Voicing Critical Pedagogy in Academic Discourse: Exploring Power Structures through Critical Discourse Analysis Friere’s (1970) notion of critical pedagogy empowers Nazakat Awan* marginalized sections of educative practices. Muhammad Safiullah† A neutral education process guarantees Akbar Ali‡ autonomy of learners and effective pedagogy. The paper uses this approach to critically * Lecturer, Department of English, Hazara investigate academic discourse. It is University, Mansehra, KP, Pakistan. hypothesized that there were power structures Email: [email protected] and ideological underpinnings in academic † BS Student, National University of discourse distorting the notion of critical Modern Languages, Islamabad, pedagogy. The students instead of harboring Pakistan. reflexivity and performing as co-workers bank upon whatever is deposited in their ‡ Assistant Professor, Department of minds by their mentors. The study is limited to English, Hazara University, Mansehra, written academic texts in various universities. KP, Pakistan. The academic texts were investigated in the light of one of the CDA strategies. Textual p-ISSN: 2663-3299 analysis helped investigating power e-ISSN: 2663-3841 structures formed implicitly by nexus of forces which perpetuate nexus of domination. L-ISSN: 2663-3299 These findings were revealed in different Vol: I (2016) shapes which were exposed with the help of relevant CDA tools. The study offers an Page: 24 ‒ 45 important dimension of Pakistani academic DOI: 10.31703/glr.2016(I-I).03 discourse for future researches. Key Words: Critical Pedagogy, Academic Discourse, Critical Discourse Analysis, Power structures. Introduction Academic discourse apparently seems a modern area of research but in one way or other it has been a center of discussion since the Greeks.
    [Show full text]
  • Critical Pedagogy: Preservice Teachers’ Perspectives
    CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES A thesis presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Master of Education Matthew S. Hollstein August 2006 © 2006 Matthew S. Hollstein All Rights Reserved This thesis entitled CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES by MATTHEW S. HOLLSTEIN has been approved for the Department of Teacher Education and the College of Education by Frans H. Doppen Associate Professor of Teacher Education Renee A. Middleton Dean, College of Education ABSTRACT HOLLSTEIN, MATTHEW S., M.Ed., August 2006. Integrated Social Studies Education CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES (92 pp.) Director of Thesis: Frans H. Doppen The purpose of this study was to examine the extent to which preservice Integrated Social Studies teachers defined, implemented, and understood critical pedagogy. Questionnaires were administered, from the returned questionnaires, ten participants were chosen for further analysis. These ten were split into two groups of five, one group that indicated an understanding of critical pedagogy and a second group that indicated a lack of understanding. All ten participated in an initial oral interview. The five participants who indicated an understanding of critical pedagogy were asked to create a lesson plan implementing critical pedagogy after which they participated in a follow-up interview. The questionnaires, lesson plans, and interviews revealed that the participants in this study were unable to correctly define, implement, and understand critical pedagogy. Furthermore, the participants’ responses indicated all ten believed critical pedagogy to be the equivalent of critical thinking. The results of this case study showed that much needs to be done to correct misconceptions and misunderstandings that preservice teachers have of critical pedagogy.
    [Show full text]
  • The Politicization of University Schools of Education the Long March Through the Education Schools Jay Schalin
    The Politicization of University Schools of Education The Long March through the Education Schools Jay Schalin FEBRUARY 2019 The Politicization of University Schools of Education EXECUTIVE SUMMARY Few institutions receive more attention and more funding than our education system. And it certainly warrants that attention; after all, education plays a big part in determining the future. Reformers abound, for both higher education and the K-12 system. But they have largely missed one of the most crucial components of education, our schools of education, where future teachers are trained. They are out of sight and unapproachable for the K-12 reformers, and too technical and too much on the periphery for those who focus on higher education’s shortcomings. That has proven a grave error. Education schools are fundamental to all education. They are serving the nation badly, and it’s not just about test scores and graduation rates. Teacher education has become one of the most politicized corners of academia, an institution that is already out of step with the rest of the country politically. Education schools are leading the charge to “transform” the nation, and that transformation is not leading us to a better, freer, more prosperous, more humane society. This politicization of the education schools is not new, it is not invisible, and it is not occurring through random happenstance or by good ideas pushing out bad ones. It started over 100 years ago in the Progressive era, when the education schools first emerged as a body of experts who focused on “teaching” as a science; many of those experts were socialists who were open about their intentions to change the nation.
    [Show full text]
  • Downloaded from Manchesterhive.Com at 09/28/2021 03:39:08PM Via Free Access 72
    71 5 LITTLE PINK White fragility and black social death ylvA HAbel Human Life is dependent on black death for its existence and for its con- ceptual coherence. There is no World without blacks, yet there are no blacks who are in the World. The Black is indeed a sentient being, but the constric- tion of Humanist thought is a constitutive disavowal of blackness as social death; a disavowal that theorizes the Black as a degraded human entity. (Wilderson, 2016) Drawing on the intellectual work of afro- pessimist scholars such as Frank B. Wilderson III, I want to elucidate the ways in which blackness and black life have become contested, unfathomable ‘objects’ in Swedish mainstream media debates. I locate my discussion at the interface between those debates, afro- pessimist legacies and my position as a black film and media scholar before, during, and after the release of the animated children’s film Liten Skär och Alla Små Brokiga [Little Pink and The Motley Crew] (Stina Wirsén, Sweden, 2012). My aim is to examine the ways in which the film’s pickaninny figure, Little Heart, and the hurtfulness of this stereotype were discussed and contested in the debate around the film. I argue that the debate ended up producing a sense of white fragility as a priority instead of dealing with anti- black racism, its consequences for black people, and its ongoing main- tenance through representation. Before I delve into the turbulent reception of the film, let me first begin by saying something about the partly auto- ethnographical point of departure for this text.
    [Show full text]
  • Social Warrants and Classroom Practices
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 6-1992 Social warrants and classroom practices. Carol Mattingly 1945- University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation Mattingly, Carol 1945-, "Social warrants and classroom practices." (1992). Electronic Theses and Dissertations. Paper 926. https://doi.org/10.18297/etd/926 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. Social Warrants and Classroom Practices By Carol Mattingly B.A., Brescia College, 1967 M.A., University of Louisville, 1977 A Dissertation Submitted to the Faculty of the Graduate School of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Department of English University of Louisville Louisville, Kentucky June 1992 Social Warrants and Classroom Practices Carol ~J}attingly B.A., Brescia College, 1967 M.A., University of Louisville, 1977 A Dissertation Approved on (Date) by the Following Reading Committee: Dissertation Director ii Abstract Scholars in rhetoric and composition have heralded a new way of thinking about writing, referring to the change as a paradigm shift (Hairston, Young) or naming the new direction a "social turn" in rhetoric and composition (Bizzell, Bruffee). Within the writing classroom, this emphasis on the social has encouraged pervasive use of three practices: use of personal experience in writing; contextualization of student writing; and collaborative learning.
    [Show full text]
  • Communicative Action in Jürgen Habermas, Dialogical
    Comunicação que constitui e transforma os sujeitos: agir comunicativo em Jürgen Habermas, ação dialógica em Paulo Freire e os estudos organizacionais Luís Fernando Silva Andrade ¹ Valderí de Castro Alcântara ¹ José Roberto Pereira ¹ ¹ Universidade Federal de Lavras / Departamento de Administração e Economia, Lavras – MG, Brasil Resumo Este artigo apresenta contribuições de Jürgen Habermas e Paulo Freire para a constituição de sujeitos crítico-reflexivos e suas implicações nos processos de ensino/pesquisa/extensão no campo dos Estudos Organizacionais. Mostramos que intersubjetividade e dialogicidade são condições para o entendimento entre sujeitos e é justamente por meio delas que ocorre sua constituição em um processo que é dialógico, pedagógico e político. Freire e Habermas oferecem elementos para desconstruir a lógica instrumental dominante e fornecem bases para a reconstrução de possibilidades inéditas/viáveis de formas de organizar e gerir. A partir disso, este artigo destaca a importância dos Estudos Organizacionais ampliarem o foco das possibilidades de ensino/pesquisa/extensão e direciona-os para um engajamento comunicativo e dialógico, ultrapassando as fronteiras das universidades. Essa reconstrução indica aos pesquisadores que participem de diferentes arenas públicas, do debate e da construção de problemas, em processos de resistência, da visibilidade e dramatização de questões problemáticas. Nos caminhos de Freire e Habermas, os Estudos Organizacionais não podem apenas desenvolver uma crítica à distância: é preciso coparticipar,
    [Show full text]
  • Advanced Teaching Methods for the Technology Classroom
    Advanced Teaching Methods for the Technology Classroom Stephen Petrna The Unversty of Brtsh Columba, Canada Information Science Publishing Hershey • London • Melbourne • Singapore Acquisition Editor: Michelle Potter Senior Managing Editor: Jennifer Neidig Managing Editor: Sara Reed Development Editor: Kristin Roth Copy Editor: Larissa Vinci Typesetter: Marko Primorac Cover Design: Lisa Tosheff Printed at: Integrated Book Technology Published in the United States of America by Information Science Publishing (an imprint of Idea Group Inc.) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.idea-group.com and in the United Kingdom by Information Science Publishing (an imprint of Idea Group Inc.) 3 Henrietta Street Covent Garden London WC2E 8LU Tel: 44 20 7240 0856 Fax: 44 20 7379 3313 Web site: http://www.eurospan.co.uk Copyright © 2007 by Idea Group Inc. All rights reserved. No part of this book may be repro- duced in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this book are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data eISBN British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher.
    [Show full text]
  • Opening up Definitions of Critical Pedagogy
    Composition Forum 29, Spring 2014 http://compositionforum.com/issue/29/ Are They Empowered Yet?: Opening Up Definitions of Critical Pedagogy [http://www.addthis.com/bookmark.php?v=250&username=compforum] Heather Thomson-Bunn Abstract: Approaching definitions (and the act of defining) as inherently political and ideological, this article argues that there is a lack of definitional precision surrounding critical pedagogy and its core terms (e.g., student empowerment). This lack of precision can impede the successful and ethical implementation of critical pedagogy in the composition classroom. This article calls for a deeper articulation of what critical pedagogy is and does, and for sharing definitional power with students by enlisting their help in this articulation. Inviting students to participate in such definitional work may mitigate resistance by offering students a greater say, and a greater stake, in their own education. Defining these terms more precisely may also help instructors to enact and communicate critical pedagogy in a more open and purposeful way. Before I started graduate school, I had never heard the term “critical pedagogy.” Over a decade later, I sometimes forget that not everyone considers it a lexical staple. I began graduate school as an MFA student directly out of college, and I was nervous about teaching the section of first-year composition I’d been assigned as a new Teaching Assistant. Along with the other newcomers, I was given a three-day crash course in composition pedagogy before classes started. When the semester commenced, and we’d been thrown into the swimming pool, so to speak, we all attended a weekly teaching seminar throughout our first full year, in which we were introduced to critical pedagogy and developed our own teaching practices.
    [Show full text]
  • Paulo Freire’S Intellectual Roots
    Paulo Freire’s Intellectual Roots Paulo Freire’s Intellectual Roots Toward Historicity in Praxis Edited by Robert Lake and Tricia Kress LONDON • NEW DELHI • NEW YORK • SYDNEY Bloomsbury Academic An imprint of Bloomsbury Publishing Plc 175 Fifth Avenue 50 Bedford Square New York London NY 10010 WC1B 3DP USA UK www.bloomsbury.com First published 2013 © Robert Lake, Tricia Kress, and contributors 2013 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. No responsibility for loss caused to any individual or organization acting on or refraining from action as a result of the material in this publication can be accepted by Bloomsbury Academic or the author. Library of Congress Cataloging-in-Publication Data A catalogue record for this book is available from the Library of Congress. EISBN: 978-1-4411-1380-1 Typeset by Newgen Imaging Systems Pvt, Ltd, Chennai, India CONTENTS Acknowledgments vii Prologue: The Fruit of Freire’s Roots Henry Giroux ix Introduction: Paulo Freire’s Pedagogy: Not Mainly a Teaching Method Stanley Aronowitz 1 1 Contradiction, Consciousness, and Generativity: Hegel’s Roots in Freire’s Work Andy Blunden 11 2 Freire and Marx in Dialogue Tricia Kress and Robert Lake 29 3 The Gramscian Influence Peter Mayo 53 4 Rethinking Freire’s “oppressed”: A “Southern” Route to Habermas’s Communicative Turn and Theory of Deliberative Democracy Raymond Morrow 65 5 Freire, Buber, and Care Ethics on Dialogue in Teaching Nel Noddings 89 vi CONTENTS 6 Converging Self/Other Awareness: Erich Fromm and Paulo Freire on Transcending the Fear of Freedom Robert Lake and Vicki Dagostino 101 7 Liberation Theology and Paulo Freire: On the Side of the Poor William M.
    [Show full text]