This book lays bare the ideological and political character of the positivist rationality that has been the primary theoretical underpinning of educational research in the United States. These assumptions have expressed themselves in the form and content of curriculum, classroom social relations, classroom cultural artifacts, and the experiences and beliefs of teachers and students. Have existing radical critiques provided the theoretical building blocks for a new theory of pedagogy?The author attempts to move beyond the abstract, negative characteristics of many radical critiques, which are often based on false dualisms that fail to link structure and intentionally, content and process, ideology and hegemony, etc. He also is critical of the over-determined models of socialization and the abstract celebration of subjectivity that underlies much of the false utopianism of many radical perspectives. Professor Giroux begins to lay the theoretical groundwork for developing a radical pedagogy that connects critical theory with the need for social action in the interest of individual freedom and social reconstruction. Author note: Henry A.Giroux is Assistant Professor of Education at Boston University.
He is the co-editor of "Curriculum and Instruction: Alternatives in Education" and "The Hidden Curriculum and Moral Education".
Preface Introduction 1. Schooling and the Culture of Positivism: Notes on the Death of History 2. Beyond the Limits of Radical Educational Reform: Toward a Critical Theory of Education 3. Beyond the Correspondence Theory: Notes on the Dynamics of Educational Reproduction and Transformation 4. Dialects and the Development of Curriculum Theory 5. Paulo Freire's Approach to Radical Educational Theory and Practice 6. Teacher Education and the Ideology of Social Control Index