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Conference Paper: Dialogic pedagogy for social justice: A critical examination
Title | Dialogic pedagogy for social justice: A critical examination |
---|---|
Authors | |
Keywords | Affirmative action pedagogy Dialogue Educational practice Freire Social justice education |
Issue Date | 2008 |
Publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0039-3746 |
Citation | Studies In Philosophy And Education, 2008, v. 27 n. 2, p. 137-148 How to Cite? |
Abstract | A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the prescriptive tone of some educators committed to social justice undermines their capacity for dealing concretely with the needs and interests of those they intend to better serve. The conclusion is drawn that educators committed to increasing equality must develop pedagogical attitudes informed by various educational implications of structural injustice as well as by the specific contexts in which they serve as teachers of both particular skills and content. © Springer Science+Business Media B.V. 2008. |
Persistent Identifier | http://hdl.handle.net/10722/161288 |
ISSN | 2023 Impact Factor: 0.9 2023 SCImago Journal Rankings: 0.543 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
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dc.contributor.author | Jackson, L | en_HK |
dc.date.accessioned | 2012-08-24T08:29:41Z | - |
dc.date.available | 2012-08-24T08:29:41Z | - |
dc.date.issued | 2008 | en_HK |
dc.identifier.citation | Studies In Philosophy And Education, 2008, v. 27 n. 2, p. 137-148 | en_US |
dc.identifier.issn | 0039-3746 | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/161288 | - |
dc.description.abstract | A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the prescriptive tone of some educators committed to social justice undermines their capacity for dealing concretely with the needs and interests of those they intend to better serve. The conclusion is drawn that educators committed to increasing equality must develop pedagogical attitudes informed by various educational implications of structural injustice as well as by the specific contexts in which they serve as teachers of both particular skills and content. © Springer Science+Business Media B.V. 2008. | en_HK |
dc.language | eng | en_US |
dc.publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0039-3746 | en_HK |
dc.relation.ispartof | Studies in Philosophy and Education | en_HK |
dc.rights | The original publication is available at www.springerlink.com | - |
dc.subject | Affirmative action pedagogy | en_HK |
dc.subject | Dialogue | en_HK |
dc.subject | Educational practice | en_HK |
dc.subject | Freire | en_HK |
dc.subject | Social justice education | en_HK |
dc.title | Dialogic pedagogy for social justice: A critical examination | en_HK |
dc.type | Conference_Paper | en_HK |
dc.identifier.email | Jackson, L: lizjackson@hku.hk | en_HK |
dc.identifier.authority | Jackson, L=rp01633 | en_HK |
dc.description.nature | link_to_subscribed_fulltext | en_US |
dc.identifier.doi | 10.1007/s11217-007-9085-8 | en_HK |
dc.identifier.scopus | eid_2-s2.0-42449153741 | en_HK |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-42449153741&selection=ref&src=s&origin=recordpage | en_HK |
dc.identifier.volume | 27 | en_HK |
dc.identifier.issue | 2 | en_HK |
dc.identifier.spage | 137 | en_HK |
dc.identifier.epage | 148 | en_HK |
dc.identifier.isi | WOS:000262284900007 | - |
dc.publisher.place | Netherlands | en_HK |
dc.identifier.scopusauthorid | Jackson, L=16745219400 | en_HK |
dc.identifier.issnl | 0039-3746 | - |