Schooling Desire: Literacy, Cultural Politics, and Pedagogy by Ursula A. KellySchooling Desire: Literacy, Cultural Politics, and Pedagogy by Ursula A. Kelly

Schooling Desire: Literacy, Cultural Politics, and Pedagogy

byUrsula A. KellyEditorUrsula A. Kelly

Paperback | May 28, 1997

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Ursula A. Kelly draws on radical theories of literacy, culture, identity and pedagogy to frame the culture of pedagogy as it relates to human desire. Examples from (auto)biography, classroom practices, and popular media provide the means by which the author highlights some of the pedagogical dilemmas facing literacy practices which often work to silence the cultural politics of identity and desire.
Education at Mount Saint Vincent University.
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Title:Schooling Desire: Literacy, Cultural Politics, and PedagogyFormat:PaperbackDimensions:164 pages, 9.02 × 5.98 × 0.4 inPublished:May 28, 1997Publisher:Taylor and Francis

The following ISBNs are associated with this title:

ISBN - 10:041591549X

ISBN - 13:9780415915496

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Reviews

From Our Editors

Schooling Desire: Literacy, Cultural Politics, and Pedagogy focuses on the many forms of desire--discursive, material and psychoanalytic--in relation to the culture of pedagogy. Through the lenses of feminist, post structural and cultural theories Usula Kelly reconceptualizes the traditional notions of literacy education and schooling and, in so doing, articulates how the challenges of a post modern culture require a vastly different understanding of literacy than those in current circulation.

Editorial Reviews

..."raises vitally important questions about the ultimate purposes of education."-"Educational Theory, Fall 1999. ..."this book has much to offer graduate students in curriculum studies, literacy education, and feminist studies in education.."-"Canadian Journal of Education ""Schooling Desire elaborates a transformative vision of education committed undermining oppressive sociocultural relations through the interventions of critical literacy. The seven chapter volume does not offer a lingering or gentle read, though it is well informed, creatively structured, and charged with flashes of poetic sensibility. Explicitly grounding her work on the theoretical terrain of feminist poststructuralism, cultural studies, and Lacanian psychoanalysis, Kelly ambitiously combines an exegetical and deconstructive aim with a critical and constructive one. Her expressed hope is to lay out a vision of progressive movement in education, a vision attentive to desire's slippery provocations and problematic performances in schooled subjects.."-SIGNS, Autumn 2000