Critical Theories in Education: Changing Terrains of Knowledge and Politics by Thomas PopkewitzCritical Theories in Education: Changing Terrains of Knowledge and Politics by Thomas Popkewitz

Critical Theories in Education: Changing Terrains of Knowledge and Politics

EditorThomas Popkewitz, Lynn Fendler

Paperback | March 16, 1999

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This book examines critical theories in education research from various points of view in order to critique the relations of power and knowledge in education and schooling practices. It addresses social injustices in the field of education, while at the same time questioning traditional standards of critical theory. Drawing on recent social and literary criticism, this collection identifies conversations across disciplines that address the theoretical and methodological challenges in educational debate. "Critical Theories in Education" offers a rethinking of Marxist theories of education, joining issues of teaching and pedagogy with issues of the state and economy, social movements, literary criticism, pragmatism and postcolonialism.
Thomas S. Popkewitzis Professor and Chair of the Department of Curriculum and Instruction, University of Wisconsin, Madison. He is co-editor ofFoucault'sChallenge: Discourse, Knowledge, and Power in Education(1998) and author ofStruggling for the Soul: ThePolitics of Education and the Construction of the Teacher(1998) andA Political So...
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Title:Critical Theories in Education: Changing Terrains of Knowledge and PoliticsFormat:PaperbackDimensions:272 pages, 9.02 × 5.98 × 0.7 inPublished:March 16, 1999Publisher:Taylor and Francis

The following ISBNs are associated with this title:

ISBN - 10:0415922402

ISBN - 13:9780415922401

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Editorial Reviews

"This collection of well-organized, well-written, and thoughtful essays edited by Popkewitz $ Fendler is an important contribution to educational thought and practice at the right time. This book responds to education's desperate need to push the boundaries of how to better understand the practice of schooling by moving beyond traditional explanations of power/knowledge relationships.."-Jaime Grinberg, University of New Mexico, Qualitative Studies in Education, 2001, Vo. 14