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Volumn , Issue , 2010, Pages 89-103

Critical theory as social justice pedagogy

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EID: 84861691423     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (3)

References (53)
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    • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, vol.11, no.1, Spring, pp. 3-42.
    • (1981) Curriculum Inquiry , vol.11 , Issue.1 , pp. 3-42
    • Anyon, J.1
  • 17
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    • Curriculum theory and multicultural education
    • In J. A. Banks, & C.A.M. Banks (Eds.). New York: Simon & Schuster Macmillan
    • Gay, G. (1995). Curriculum theory and multicultural education. In J. A. Banks, & C.A.M. Banks (Eds.), Handbook of research on multicultural education (pp. 25-43). New York: Simon & Schuster Macmillan.
    • (1995) Handbook of research on multicultural education , pp. 25-43
    • Gay, G.1
  • 20
    • 0001891527 scopus 로고
    • Knowledge construction, competing critical theories, and education
    • In J. A. Banks, & C. A. M. Banks (Eds.). New York: Simon & Schuster Macmillan
    • Gordon, B. M. (1995). Knowledge construction, competing critical theories, and education. In J. A. Banks, & C. A. M. Banks (Eds.), Handbook of research on multicultural education. (pp. 184-143). New York: Simon & Schuster Macmillan.
    • (1995) Handbook of research on multicultural education , pp. 184-143
    • Gordon, B.M.1
  • 25
    • 28244464541 scopus 로고
    • Curricular language and classroom meaning
    • In J. B. Macdonald, & R. R. Leeper (Eds.) Washington, DC: Association for Supervision and Curriculum Development
    • Huebner, D. (1966) Curricular language and classroom meaning. In J. B. Macdonald, & R. R. Leeper (Eds.), Language and meaning. Washington, DC: Association for Supervision and Curriculum Development.
    • (1966) Language and meaning
    • Huebner, D.1
  • 27
    • 33750178922 scopus 로고
    • The Tyler Rationale
    • Kliebard, H. M. (1970). The Tyler Rationale. School Review, vol. 78, no.2, pp. 259-272.
    • (1970) School Review , vol.78 , Issue.2 , pp. 259-272
    • Kliebard, H.M.1
  • 34
    • 84856302571 scopus 로고    scopus 로고
    • [Re]Anglicizing the kids: Contradictions of classroom discourse in post-apartheid South Africa
    • In N. K. Mutua, & B. B. Swadener (Eds.), Albany, NY: SUNY Press
    • Ndimande, B. S. (2004). [Re]Anglicizing the kids: Contradictions of classroom discourse in post-apartheid South Africa. In N. K. Mutua, & B. B. Swadener (Eds.), Decolonizing research in cross-cultural contexts: Critical personal narratives (pp. 197-214). Albany, NY: SUNY Press.
    • (2004) Decolonizing research in cross-cultural contexts: Critical personal narratives , pp. 197-214
    • Ndimande, B.S.1
  • 39
    • 84901112196 scopus 로고    scopus 로고
    • Multicultural curricula: "Whose knowledge?" and beyond
    • In L. E. Beyer, & M. W. Apple (Eds.) (2nd ed.). New York: SUNY Press
    • Noffke, S. E. (1998). Multicultural curricula: "Whose knowledge?" and beyond. In L. E. Beyer, & M. W. Apple (Eds.), The curriculum: Problems, politics, and possibilities (pp. 101-116), (2nd ed.). New York: SUNY Press.
    • (1998) The curriculum: Problems, politics, and possibilities , pp. 101-116
    • Noffke, S.E.1
  • 40
    • 16644368822 scopus 로고    scopus 로고
    • The American experience: Desegregation, integration, resegregation
    • In M. Nkomo, L. Chisholm, & C. McKinney (Eds.). Cape Town, Human Science Research Council
    • Orfield, G. (2004). The American experience: Desegregation, integration, resegregation. In M. Nkomo, L. Chisholm, & C. McKinney (Eds.), Reflections on school integration (pp. 95-124). Cape Town, Human Science Research Council.
    • (2004) Reflections on school integration , pp. 95-124
    • Orfield, G.1
  • 42
    • 84917156153 scopus 로고
    • Foreword
    • In P. McLaren, & J. M. Giarelli (Eds.). New York: SUNY Press
    • Popkewitz, T. S. (1995). Foreword. In P. McLaren, & J. M. Giarelli (Eds.). Critical theory and educational research (pp. xi-xxii). New York: SUNY Press.
    • (1995) Critical theory and educational research , pp. xi-xxii
    • Popkewitz, T.S.1
  • 43
    • 0001709968 scopus 로고    scopus 로고
    • Introduction: Critical traditions, modernism, and the "posts."
    • In T. S. Popkewitz, & L. Fendler (Eds.). New York: Routledge
    • Popkewitz, T. S. (1999). Introduction: Critical traditions, modernism, and the "posts." In T. S. Popkewitz, & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowl-edge and politics (pp. 1-13). New York: Routledge.
    • (1999) Critical theories in education: Changing terrains of knowl-edge and politics , pp. 1-13
    • Popkewitz, T.S.1
  • 47
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    • Critical theory and political sociology of education: Arguments
    • In T. S. Popkewitz, & L. Fendler (Eds.). New York: Routledge
    • Torres, C. A. (1999). Critical theory and political sociology of education: Arguments. In T. S. Popkewitz, & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp. 87-115). New York: Routledge.
    • (1999) Critical theories in education: Changing terrains of knowledge and politics , pp. 87-115
    • Torres, C.A.1
  • 49
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    • What counts as school music?
    • In G. Whitty, & M. F. D. Young (Eds.). Driffield, U.K.: Nafferton Books
    • Vulliamy, G. (1976). What counts as school music? In G. Whitty, & M. F. D. Young (Eds.), Explorations in the politics of school knowledge (pp. 19-34). Driffield, U.K.: Nafferton Books.
    • (1976) Explorations in the politics of school knowledge , pp. 19-34
    • Vulliamy, G.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.