Peer reviewed
Direct linkERIC Number: EJ802737
Record Type: Journal
Publication Date: 2008-Jul
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1946
EISSN: N/A
Freedom and Empowerment: A Transformative Pedagogy of Educational Reform
Levitt, Roberta
Educational Studies: Journal of the American Educational Studies Association, v44 n1 p47-61 Jul 2008
Based on Foucault's discourse on freedom and empowerment, this article addresses his understanding of power and knowledge. By critically examining the negative impact of the "No Child Left Behind Act of 2001" on education, the author discusses the transformative power of Foucault's pedagogy for educational reform in which students, teachers, parents, and scholars are agents of change.
Descriptors: Freedom, Federal Legislation, Educational Change, Power Structure, Empowerment, Change Agents, Critical Theory, Educational Philosophy, Political Socialization, Role of Education, Educational Assessment, Politics of Education, Educational Environment, Educational Improvement, Minority Groups, Social Justice, High Stakes Tests
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
