Joe L. Kincheloe

Twenty years after the publication of Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences, Joe L. Kincheloe and the contributing authors of Multiple Intelligences Reconsidered critique and rethink the theory in new frames of reference. Initially drawn to multiple intelligences (MI) theory because of its self-proclaimed challenge to the psychology establishment, the authors delineate their disillusionment with its evolution over the last two decades. The critiques provided here open exciting new doors to innovation in educational psychology and pedagogy, and move the fields in the direction initially promised by MI theory. Each intelligence presented by Gardner is examined and critiqued, while larger concepts in the theory are identified and assessed.

Multiple Intelligences Reconsidered

Eğitimden hiç kimse memnun değil. Çok açık ki değişmesi ve dönüşmesi lazım. İktidarı, muhalefeti, öğretmeni, öğrencisi herkes şikayetçi. O zaman uzun uzun düşünmek, derinlemesine tartışmak ve hatta hiç olmayacak gibi gözüken önerileri denemek zorundayız. "Joe L. Kincheloe, son yirmi yılda Eleştirel Pedagoji’yi yeni okurlarla tanıştırdı, bu konudaki ilgiyi canlandırdı ve bu alana özgü fiziksel ve sanal mekânlar yarattı. Bu kitap, Joe’nun eleştirel pedagoji konusundaki tutkusunu içermekte ve çok sık olarak karşılaşılan zorlukların ve bunlara meydan okunması için Türkçe konuşan insanlara erişilebilir bir alan yaratmaktadır. Şu an yaşıyor olsaydı, bu önemli yayını kutluyor olurdu." Prof. Dr. Shirley R. Steinberg "Joe Kincheloe, eğitim alanının en bilgili ve söyledikleri rahatça anlaşılabilen yenilikçilerinden biriydi. Eleştirel pedagojiye olan katkısı derindi ve sosyal adalet eğitimi alanını etkilemeyi hâlâ sürdürmektedir." Prof. Dr. Peter McLaren Umut yaşıyor fakat bu, naif değil, pratik bir umut olmalıdır. Pratik bir umut, sadece gökkuşaklarını, tek boynuzlu atları, somun ekmeği ve inceliği kutlamaz fakat “ne yapılabilir” ile ilişkisi içinde “nedir”i titiz biçimde anlar. Umut ancak dayanışma ile birleşirse meyve verir. Uzun erimli bir dayanışma olmaksızın sosyo-politik ve eğitsel rüyalarımız gerçekleşmez. Eleştirel pedagoji yeni ve umut dolu bir eğitimin ve geleceğin anahtarını bize sunuyor.

Eleştirel Pedagoji

Ladislaus M. Semali

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Voices from the Academy

What is Indigenous Knowledge?

Danny K. Weil

In this definitive, three-volume set, top scholars illuminate the historical, social, cultural, political, administrative, psychological, and philosophical issues behind the standards debate. * Volumes are arranged topically and include subjects such as art, bilingual education, consequences of standards, evaluation, learning theory and cognition, multiculturalism, reductionism, and school accreditation * Over 50 top scholars illuminate the debate, provide much-needed historical context, and explain the relationship of standards to educational reform efforts * A historical chronology is given, which spans from 1892, when the Committee of Ten created uniform academic requirements for admission to college, to the Supreme Court ruling in 2001 lowering the First Amendment wall separating church and state * The encyclopedia gives a list of selected print and nonprint resources, which includes books, government publications, labor reports, websites, and organizations regarding the standards debate in the United States

An Encyclopedia

Standards and Schooling in the United States

Shirley R. Steinberg

Annotation Teachers, parents, professors, and writers engaged in social justice and education around the world examine critical pedagogy and the politics of identity in regard to viewing education as a global endeavor. The 28 essays discuss theory, curriculum, media literacy, and race and ethnicity. Annotation c. Book News, Inc., Portland, OR (booknews.com).

A Reader

Multi/intercultural Conversations

William Pinar

Contemporary curriculum discourses include historical, political, and autobiographical understandings -- all important in the effort to read critically the educational act. The authors of this volume introduce the notion of "place" to the study of curriculum, focusing on the "southern place" to ground and illustrate this form of analysis. Curriculum that recognizes the significance of place, that situates itself geographically, extends the social psychoanalytic methodology and concretizes its emancipatory intent.

The Significance of Place

Curriculum as Social Psychoanalysis

Alberto Bursztyn

The editors and authors of Teaching Teachers: Building a Quality School of Urban Education present a description of and vision for the complicated and often misunderstood field of teacher education. This book describes a critical, complex school of education that promotes disciplined scholarship and diverse reforms of educational knowledge to students and to the educational community. This theme of a rigorous teacher education program is taken up throughout the volume as new understandings of professional education are promoted. This book would be beneficial to students, instructors, and administrators.

Building a Quality School of Urban Education

Teaching Teachers

Nelson M. Rodriguez

Ronald E. Chennault

Joining the heated debate over race and identity, White Reign asks what it means to be white in today's race-conscious society.

Deploying Whiteness in America

White Reign

Shirley Steinberg

This work makes accessible and practicable some of the best theoretical innovation in critical pedagogy of the last decade. Issues of knowledge are explored as the authors consider how an integration of popular culture and cultural studies into the lesson plan can enrich and re-invigorate the learning experience. These essays, ranging widely in topic and educational level, are based in theory but are practice-oriented. In translating this theory, the contributors provide educators with techniques which will inform rather than oppress classroom skills.

Strategies for Critical Teaching

Unauthorized Methods

Examines how critical thinking can be taught in a variety of settings and disciplines.

An Encyclopedia for Parents and Teachers

Critical Thinking and Learning

Raymond A. Horn

The Praeger Handbook of Education and Psychology

Kecia Hayes

Karel Rose

Maintaining that urban teaching and learning is characterized by numerous contradictions, this book proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge that urban educators must possess in order to engage in effective and transformative practice. It is necessary for teachers in urban schools to be scholar-practitioners, as opposed to bureaucrats who only follow rather than analyze, understand, and create. Ten major sections cover the myriad issues of urban education as it exists today: context of urban education, race and ethnicity, social justice, teaching and pedagogy, power and urban education, language issues, cultural issues of urban schools as seen in the media, research in city schools, aesthetics and the proximity of cultural institutions, and education policy. Sixty one essays written by specialists in teacher education; public policy; sociology; psychology; applied linguistics; forestry; urban studies; school administration; cultural studies; evaluation; and linguistics, provide a blueprint for scholars, teachers, parents, urban politicians, school administrators, policy professionals, and others seeking to understand the situation of urban schools across America today.

A Comprehensive Guide for Educators, Parents, and Teachers

Urban Education

Leila E. Villaverde

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Confronting Psychological Assumptions about Teaching and Learning

Rethinking Intelligence

In a globalized neo-colonial world an insidious and often debilitating crisis of knowledge not only continues to undermine the quality of research produced by scholars but to also perpetuate a neo-colonial and oppressive socio-cultural, political economic, and educational system. The lack of attention such issues receive in pedagogical institutions around the world undermines the value of education and its role as a force of social justice. In this context these knowledge issues become a central concern of critical pedagogy. As a mode of education that is dedicated to a rigorous form of knowledge work, teachers and students as knowledge producers, anti-oppressive educational and social practices, and diverse perspectives from multiple social locations, critical pedagogy views dominant knowledge policies as a direct assault on its goals. Knowledge and Critical Pedagogy: An Introduction takes scholars through a critical review of the issues facing researchers and educators in the last years of the first decade of the twenty-first century. Refusing to assume the reader’s familiarity with such issues but concurrently rebuffing the tendency to dumb down such complex issues, the book serves as an excellent introduction to one of the most important and complicated issues of our time.

An Introduction

Knowledge and Critical Pedagogy

In these vivid, thought-provoking essays, leading scholars draw from their own life experiences to explore the ways in which socio-economic class has shaped their lives and educational practices. Some experienced the sting of poverty as students, while others tell stories of a privileged upbringing and moments of epiphany when they recognized the far-reaching effects of class privilege. Many in this volume tell stories of their successful (and not-so-successful) teaching experiences with students from various social classes, providing valuable insights for teachers and other education professionals.

Socioeconomic Status and Education

Cutting Class

This book examines the ways in which educational institutions such as media and schools shape Western views of Islam. The nature of these constructions tells readers as much, if not more, about Western self-images as they do about Islam. Quickly emerging is a Western perspective on the "other." Economic colonialism, the oil business, and direct interference in governments in a number of Muslim nations and the way this history is related in the formal structure of schools and the informal structure of the media, are central debates in this book of fascinating and important essays.

How Schools and the Media Distort Our Understanding of the Islamic World

The Miseducation of the West

Maintaining that there is nothing simple about urban education, this work approaches the study of schooling in cities as a complex universe of the poorest students and schools alongside the wealthiest.

The Praeger Handbook of Urban Education

Patricia H. Hinchey

This volume argues that while twentieth century educational psychology has made important advances, a time for reassessment has arrived. Recent years have seen the rise of neo-Vygotskian analysis and situated cognition within the discipline of cognitive psychology. The authors of Post-Formal Reade have picked up where these theories leave off to more fully develop the specific connections between the social and the psychological dimensions of learning theory and educational psychology.

Cognition and Education

The Post-formal Reader

Christopher Darius Stonebanks

As corporate and governmental agencies march us towards global conflict, racism, and imperialism, this book contends that teachers must have the tools with which to combat unilateral politicization of Arabic and Muslim peoples. Teaching Against Islamophobia creates a pedagogical space for educators to engage with necessary issues and knowledges regarding the alienation of Islamic culture, religion, knowledge, and peoples. Edited by a WASP, a Jew, and an Iranian, this book confronts the fears, challenges, and institutional problems facing today's teachers. Taking its cue from critical pedagogy, this book is a collection of essays by artists, writers, performers, and educators committed to naming the insidious racism and hatred of those who would isolate and vilify Islam.

Teaching Against Islamophobia

Esta obra ofrece una revisión crítica y política de los estudios que, desde la psicología, se vienen desarrollando sobre la inteligencia, y que inciden muy directamente en los procesos de enseñanza y aprendizaje en las aulas. Diferentes investigadores, apoyándose en rigurosos estudios y análisis, desvelan, a lo largo de trece trabajos, las prácticas descontextualizadas y antidemocráticas de múltiples expertos en psicología que, ocultándose tras el manto de una idolatría de discursos científicos y de reivindicaciones de objetividad, trabajan con supuestos ideológicos muy cuestionables. Al inhibirse en la toma en consideración de determinadas cuestiones éticas, morales, políticas, económicas, sociales y culturales, se dificulta la comprensión de muchas conductas de importantes colectivos humanos y se impide la construcción de alternativas educativas y sociales más liberadoras. En Repensar la inteligencia se plantea la necesidad urgente de construir una teoría cognitiva sociopolítica que tenga en cuenta el modo en que el mundo que nos rodea forma nuestra conciencia y subjetividad, condicionando acciones y compromisos. Se insta al profesorado, estudiantes y especialistas en educación, comprometidos con la mejora de las instituciones escolares y con la justicia social, a involucrarse en proyectos similares a los analizados en este libro para avanzar en la comprensión de los procesos cognitivos y para construir teorías y prácticas que hagan posible forjar aulas, colegios, universidades y una sociedad verdaderamente democrática.

Joe L. Kincheloe

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