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Extraordinary conversations in public schools

Extraordinary conversations in public schools This article reviews two ethnographic studies in which "disruptive pedagogies" are engaged in public schools, designed to enable youth to work across categories of difference toward a grounded sense of social critique and participation. Respectfully challenging/extending the premises of reproduction theory, it is argued that educational researchers not only need to theorize the means of (re)production by which public schools insure class, race, ethnic and gender stratification, but also to theorize how counter-hegemonic moments in school, in which educators undertake disruptive pedagogies, affect social consciousness and community. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Qualititative Studies in Education Taylor & Francis

Extraordinary conversations in public schools

27 pages

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References (60)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1366-5898
eISSN
0951-8398
DOI
10.1080/09518390110046355
Publisher site
See Article on Publisher Site

Abstract

This article reviews two ethnographic studies in which "disruptive pedagogies" are engaged in public schools, designed to enable youth to work across categories of difference toward a grounded sense of social critique and participation. Respectfully challenging/extending the premises of reproduction theory, it is argued that educational researchers not only need to theorize the means of (re)production by which public schools insure class, race, ethnic and gender stratification, but also to theorize how counter-hegemonic moments in school, in which educators undertake disruptive pedagogies, affect social consciousness and community.

Journal

International Journal of Qualititative Studies in EducationTaylor & Francis

Published: Jul 1, 2001

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