International Journal of Progressive Education (IJPE)
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McLaren, Peter Farahmandpur, Ramin (2005). Teaching against Global Capitalism and the New Imperialism%253A A Critical Pedagogy. Lanham, Maryland, Rowman Littlefield Publishers, xiv%2B299 ppISBN 0-7425-1039-5 (cloth)%253B 0-7425-1040-9 (pbk)
No full text我们有四个理由同意为这本书撰写书评。首先，长期以来我们一直对批判教育学有
着浓厚的兴趣，彼得middot%253B麦克拉伦（Peter McLaren）是这个领域众多杰出学者之一。1999年，本文作者之一的杨昌勇在其博士学位论文《当代西方新教育社会学进展评析》中专门研究过批判教育学。该论文现以《新教育社会学：连续与断裂的学术历程》为书名在中国出版（杨昌勇, 2004）。第二，作为伊利诺大学厄巴纳-香槟分校东亚与太平洋研究中心的访问教授，杨昌勇的研究课题是《教育社会学：美国的一种后现代实践及其理论》，彼得middot%253B麦克拉伦和拉明middot%253B法拉曼普尔（Ramin Farahmandpur）的著作《反对全球资本主义和新帝国主义的教学：一种批判教育学》（2005）由此落入我们的研究视野。第三，作为一个年轻的学者和博士研究生，常君睿正在尝试将批判教育学的理论与方法应用于她对中国乡村学校艺术课程的研究。第四，作为中国的教育研究者，我们对彼得middot%253B麦克拉伦及其合作者拉明middot%253B法拉曼普尔运用马克思主义在社会主义教育学方面的努力很感兴趣。我们很乐意接受并为这本新书写书评
Peter McLaren the 3 R’s%253A Reflection, Resistance and Revolution
No full textI cannot feign some distanced objectivity in writing this profile of Peter McLaren. Our relationship dates back to 1989, when Philip Stedman, one of my professors at the University of Cincinnati, invited me to accompany him on a visit to Peter at nearby Miami University of Ohio. I had read some of Peters work, particularly some of his early collaborations with Henry Giroux, who had helped bring Peter to Miami from Canada. No amount of reading, however, could have prepared me for meeting him face-to-face.
At the time, Peter and his wife Jenny, a beautiful woman possessed of equally great intelligence and compassion, lived an hours drive from Cincinnati in the small town of Oxford situated in the middle of southwest Ohio farm country. After we parked the car in front of their modest house, Jenny welcomed us warmly at the door before we ever had the chance to knock. She invited us in and we exchanged introductions for what seemed like a long time. Being so new to academia, I was anxious to meet Peter who was, even then, an important figure in critical educational studies. When he did appear, he too welcomed us warmly, receiving us like we had known each other for years and like our arrival was as much of an event for him as it was for us. As Ive grown to know Peter over the past fifteen years, Ive learned to trust and appreciate his immediacy as part of the more general passion with which he lives his life. Its same passion unmistakably reflected in his writings, and the same passion that generates such tremendous shared loyalty and bonds of solidarity between himself, his students, and others of us who work with him
Can Progressive Education Be Translated into a Progressive Idea%253F%253A Dewey%252339%253Bs Report on Turkish Education (1924)
No full textJohn Dewey, who visited Turkey in 1924, prepared a report on Turkish Education in which he emphasized the importance of progressive education. The report was translated into Turkish. However, the translated version does not transform the idea of lsquo%253Bprogressive education, and the concept of lsquo%253Bprogressive education has hardly been discussed as a philosophical approach in Turkish education system, instead remained to be a term that has been interpreted with different corresponding words in Turkish at different times. This paper focuses on the discrepancy between the English and Turkish versions of the term progressive as a philosophy of education, and the implications Deweys report created in teacher education along with non-progressive practices in the field of education in Turkey
Interfering with Capitalism%252339%253Bs Spell%253A Peter McLaren%252339%253Bs Revolutionary Liminality
No full textMcLarens recent (post-2000) writings promote a form of agency called revolutionary critical pedagogy, and a type of agent, the committed intellectual (McLaren 2005b, p. 253-281). But one can find an earlier agent-type in McLarens (1986) Schooling as a Ritual Performance, the liminal servant, that explains how critical pedagogy is secured by the most fecund of revolutionary talismans, critique (2005a%253A 9). Borrowing from Theodor Adorno (1968), I suggest that McLarens recent writing uses aspects of the liminal servant for the purpose of interfering with the spell of capitalist social relations through revolutionary critical pedagogy. The beginning prologue examines revolutionary liminality in McLarens writing%253B the second part explains how his written discursive strategies (naming the culprit, suggesting icons, theorizing to unite the disaffected) work to act out revolutionary liminality
Remaking Critical Pedagogy%253A Peter McLaren’s Contribution to a Collective Work
No full textThis article explores the collective works of Peter McLaren and his contribution to critical pedagogy within the field of education and beyond the academy. To understand how McLarens work took a radical turn in the 1990s, the article traces the historical development of his praxis. In particular, McLarens engagement with the postmodern Left and his response to developments in British educational Marxism are highlighted in this paper. Bringing Marxism, class analysis and politics back into the heart of education, McLaren has situated himself at the forefront of remaking critical pedagogy as a material force for social change. The resulting fusion has provoked a storm of controversy amongst the educational Left. Beyond this, however, has been the influence of critical pedagogy in social spheres beyond the university and academia, including the mass workers movement
Home education of a bright student%253A a case analysis on Lu Wei
No full textIn this article, the authors explore the life history and home education of Lu Wei, a top student in the 2004 Guangdong Province College entrance examination. The authors argue that the following issues of Lus home education played an important role in Lus success%253A emphasis and nurture of intellectual development in the early years of life, mutual support, respect and care among family members. The authors state that parents personal involvement and examples have played a crucial role in Lus success
Development and research in contemporary Chinese home education
No full textIn this article, the author aims to develop a macro level understanding of home education and its research in China. The author analyzes the background, the reasons of revival, special features, and major contents of home education research in the late 70%252339%253Bs and early 80%252339%253Bs of the 20th century, and explores the development in the succeeding three decades, 1980s, the 90%252339%253Bs and the beginning of the 21st century
A Discussion on Development of Education Resources for College Students as Family Tutors
No full textThis article explores the current situation of university students taking part time jobs as tutors in families. This is very popular in China, especially in cities and towns. After systematic investigations, the author suggests that the office of student affairs in Chinese universities should play a substantial role by providing opportunities for these students to become better tutors
Critical Pedagogy as Collective Social Expertise in Higher Education
No full textIn this article, dedicated to the revolutionary educational work of Peter McLaren, we will deal with the question of practical teaching methods in higher education from the point of view of critical pedagogy. We argue that nowadays teaching and learning in educational and social sciences are too often meaningless from the point of view of critical collective learning. Thus the central task in critical pedagogy, and in reform of higher education, is to understand the oppressive aspects of present college life and overall society in order to generate pedagogical, individual and societal transformation while developing pedagogical strategies and study methods that work toward the elimination of various forms of subordination based on class, gender, race and sexual orientation, and strengthen students possibilities for genuine collective learning while empowering them to fight against inequalities in the world. Our reflections stem from our academic life and teaching experiences both in Finland and the U.S. We suggest that in order to teach critically, educators need to use more collaborative and collective teaching and learning methods. Thus the idea of collective social expertise becomes a core aim of teaching in the context of critical pedagogy
The Secret Downing Street Memo and the Politics of Truth%253A A Performance Text
No full textReading forward from the recently released secret Downing Street Memos, to the 2001 No Child Left Behind Act, in this performance text I critique the Bush Administration and its reliance on science, or evidence-based models of inquiry (SBR). SBR raises issues concerning the politics of truth and evidence. These issues intersect with the ways in which a given political regime fixes facts to fit ideology. Three versions of SBR are discussed, as is a model of science as disruptive cultural practice. I conclude by calling for a merger of critical pedagogy with a prophetic, feminist post-pragmatism