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ERIC Number: EJ795242
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0737-5328
Embers of Hope: In Search of a Meaningful Critical Pedagogy
Ayers, William; Michie, Gregory; Rome, Amy
Teacher Education Quarterly, v31 n1 p123-130 Win 2004
Critical pedagogy. Whatever insurgent energy once pulsed through those words--giving them life and investing them with power and possibility--has been largely lost, their meaning sapped away with overuse and misuse, reduction and dogmatic application. Yesterday's iconoclasts are often today's icons, and every revolution, large or small, finds a way to destroy its own Utopia. Still, there is a lesson and a message here: now is as good a time as any other to challenge teachers' orthodoxy, to rethink basic principles, to storm their own headquarters. They should act on behalf of their students, themselves, and their deepest hopes for a better world. The authors try to do just that in their work with new teachers at a big city public university. Their purpose is not to indoctrinate them in the discourse of critical pedagogy (or in any other discourse, for that matter), but to join them on a journey as "becoming" teachers, and to encourage them--as they encourage themselves--to remain skeptical, curious, and wide-awake along the way. Their goals for themselves and for their students are as complex, dynamic, and contested as they hope their goals will be as teachers of children: (1) to learn to see students fully and fairly, as three-dimensional creatures much like themselves; (2) to see themselves as active agents of change in their schools and in their worlds; and (3) to find practical application in public school classrooms for their commitment to social justice and human freedom.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A