Teaching for global community : overcoming the divide and conquer strategies of the oppressor

Education has long been viewed as a vehicle for building community. However, the critical role of education and schools for constructing community resistance is undermined by recent trends toward the centralization of educational policy-making (e.g. racial profiling new laws in the US—Arizona and Texas; No Child Left Behind and global racism), the normalization of “globalization” as a vehicle for the advancement of economic neo-liberalism and social hegemony, and the commodification of schooling in the service of corporate capitalism. Alternative visions of schooling are urgently needed to transform these dangerous trends so as to reconstruct public education as an emancipatory social project. Teaching for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor examines these issues among related others as a way to honor and re-examine Freirean principles and aim to take critical pedagogy in new directions for a new generation. The goal is to build upon past accomplishments of Paulo Freire's work and critical pedagogy while moving beyond its historical limitations. This includes efforts that revisit and re-evaluate established topics in the field or take on new areas of contestation. Issues related to education, labor, and emancipation, broadly defined and from diverse geographical context, are addressed. The theoretical perspectives used to look at these emerge from critical pedagogy, critical race theory, critiques of globalization and neoliberalism, marxist and neo-marxist perspectives, social constructivism, comparative/international education, postmodernism indigenous perspectives, feminist theory, queer theory, poststructuralism, critical environmental studies, postcolonial studies, liberation theology, with a deep commitment to social justice. Cover Half Title Title Library of Congress Cataloging-in-Publication Data Contents Preface Part I: Neomarxist Perspectives on Education and Culture Chapter 1: Studying Youth Cultures Chapter 2: What About the Children? Chapter 3: Around Ideological-Discursive Mechanicals of Social Consent and Power Chapter 4: Education for Emancipation Part II: Transnational Studies and Border Pedagogies Chapter 5: The Ruminations of a Neighbor Chapter 6: Between Fate and Destination, Drifting and Traveling When Interrogating Globalization’s Fluidity Part III: Teaching a Global Community, Whiteness, and Critical Race Theory Chapter 7: A New Paradigm for Global Schooling Chapter 8: Schooling Future Oppressors Chapter 9: What is “Whiteness”? Part IV: Developing Critical Perspectives in Teacher Education Chapter 10: Reconsidering the Role of Faculty in Neoliberal Societies of Information and Knowledge Chapter 11: Teaching for Student Agency Chapter 12: Juxtaposing Cultural Artifacts to Peel the Onion of Hegemony Part V: Classroom Aplications across Disciplines Chapter 13: Towards Combining Freirean Ideas and Russian Experience in Mathematics Educat ion Chapter 14: Technicism and Transformation Chapter 15: Critical Science Literacy in Rural Northeastern New Mexico Part VI: Pedagogy for Social Justice: Agency and Activism Chapter 16: Educational Governance, Teachers’ and Leaders’ Work Chapter 17: Critical Pedagogy and Social Justice Chapter 18: Revolutionary Environmentalism