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Theory and Resistance in Education: A Pedagogy for the Opposition
"Giroux uses concepts such as ideology, culture, and power to clarify how schools and education serve the interests of a select few in society. . . . Giroux offers the educator a hope, and a means, for influencing change."
Language Arts
"Written with a verve and assurance. . . . There can be little doubt that this is an important book."
Harvard Educational Review
"this book [is] of immense importance. Giroux is a first-rate thinker struggling with theoretical problems of incredible difficulty. . . . [A] provocative book."
Quarterly Journal of Ideology
Language Arts
"Written with a verve and assurance. . . . There can be little doubt that this is an important book."
Harvard Educational Review
"this book [is] of immense importance. Giroux is a first-rate thinker struggling with theoretical problems of incredible difficulty. . . . [A] provocative book."
Quarterly Journal of Ideology
240 pages, Paperback
First published September 30, 1983
16 people are currently reading
441 people want to read
About the author
Henry A. Giroux
127 books227 followersAmerican cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory.
A high-school social studies teacher in Barrington, Rhode Island for six years, Giroux has held positions at Boston University, Miami University, and Penn State University. In 2005, Giroux began serving as the Global TV Network Chair in English and Cultural Studies at McMaster University in Hamilton, Ontario.
Giroux has published more than 35 books and 300 academic articles, and is published widely throughout education and cultural studies literature. Since arriving at McMaster, Giroux has been a featured faculty lecturer, and has published nine books, including his most recent work, The University in Chains: Confronting the Military-Industrial-Academic Complex.
Routledge named Giroux as one of the top fifty educational thinkers of the modern period in 2002.
A high-school social studies teacher in Barrington, Rhode Island for six years, Giroux has held positions at Boston University, Miami University, and Penn State University. In 2005, Giroux began serving as the Global TV Network Chair in English and Cultural Studies at McMaster University in Hamilton, Ontario.
Giroux has published more than 35 books and 300 academic articles, and is published widely throughout education and cultural studies literature. Since arriving at McMaster, Giroux has been a featured faculty lecturer, and has published nine books, including his most recent work, The University in Chains: Confronting the Military-Industrial-Academic Complex.
Routledge named Giroux as one of the top fifty educational thinkers of the modern period in 2002.
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Displaying 1 - 6 of 6 reviews
January 18, 2022
4,25.
Un libro muy interesante que habla desde la sociología, explicando las distintas construcciones de la educación y la pedagogía, haciendo una profunda crítica de la visión opresiva de ésta hacia una visión de resistencia. Me ha gustado soberanamente, al hacer un análisis pasando de un trabajo amplio de los trabajos de la Escuela de Frankfurt desde donde se inicia la crítica sociocultural para trasladarla y adaptarla a su perspectiva crítica y radical de la pedagogía. Plantea una serie de cuestiones y dudas sobre la manera de educar que creo que me van a ser útiles.
Un libro muy interesante que habla desde la sociología, explicando las distintas construcciones de la educación y la pedagogía, haciendo una profunda crítica de la visión opresiva de ésta hacia una visión de resistencia. Me ha gustado soberanamente, al hacer un análisis pasando de un trabajo amplio de los trabajos de la Escuela de Frankfurt desde donde se inicia la crítica sociocultural para trasladarla y adaptarla a su perspectiva crítica y radical de la pedagogía. Plantea una serie de cuestiones y dudas sobre la manera de educar que creo que me van a ser útiles.
May 31, 2017
Giroux is a rebel!
Notes from thesis:
The logic of institutions is that they are aligned with government, and as long as this is the case, the bodies intersecting in the spaces will remain complicit (Giroux, 2008)
Giroux (2008) demonstrates the connection of space and agency in the following:
“In a society in which the public sphere is characterized by a culture of fear and public life has receded behind gated communities, a pervasive discourse of privatization coupled with the practice of brutalization embraces an utterly narrow and commodified definition of freedom and feeds a disinterest in politics while closing down any sense of responsibility for those who in a neoliberal capitalist society represent the losers, the unemployed, the incarcerated, the poor, the young, and the elderly.” (p. 594-595)
Understanding how pedagogies work is critical in acquiring the means to challenge and speak back to the authoritarian discourse (Arendt, 1976, 1977) – “from a position of critical agency” (Giroux, 2008, p. 611).
Public pedagogy is set on and distributed in the public sphere of institutionalized sites such as, but not limited to, educational and cultural establishments as well as media platforms (Giroux, 2008). The Anglo and Euro centric discourse of academia, media, social media, various institutions working within the funding of governmental as well as non-governmental organizations and United Nations platforms, sets the defining relationships between the “developing” vs. “the developed.” The language, from that viewpoint, is within the “impoverished vocabulary of privatization, individualism, and excessive materialism” and it does not encourage critique or the type of collective action that would change the comfort zone by which governments are in the service of investors (Giroux, 2008, p. 592).
Notes from thesis:
The logic of institutions is that they are aligned with government, and as long as this is the case, the bodies intersecting in the spaces will remain complicit (Giroux, 2008)
Giroux (2008) demonstrates the connection of space and agency in the following:
“In a society in which the public sphere is characterized by a culture of fear and public life has receded behind gated communities, a pervasive discourse of privatization coupled with the practice of brutalization embraces an utterly narrow and commodified definition of freedom and feeds a disinterest in politics while closing down any sense of responsibility for those who in a neoliberal capitalist society represent the losers, the unemployed, the incarcerated, the poor, the young, and the elderly.” (p. 594-595)
Understanding how pedagogies work is critical in acquiring the means to challenge and speak back to the authoritarian discourse (Arendt, 1976, 1977) – “from a position of critical agency” (Giroux, 2008, p. 611).
Public pedagogy is set on and distributed in the public sphere of institutionalized sites such as, but not limited to, educational and cultural establishments as well as media platforms (Giroux, 2008). The Anglo and Euro centric discourse of academia, media, social media, various institutions working within the funding of governmental as well as non-governmental organizations and United Nations platforms, sets the defining relationships between the “developing” vs. “the developed.” The language, from that viewpoint, is within the “impoverished vocabulary of privatization, individualism, and excessive materialism” and it does not encourage critique or the type of collective action that would change the comfort zone by which governments are in the service of investors (Giroux, 2008, p. 592).
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February 4, 2020
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May 16, 2024
"The dialectic between the reality and the promise cannot be escaped, it can only be ignored, and then only by those who have the economic and political power to close their doors and hide from the carnage they create, but never actually see or touch. This is the age of clean killers." --from the preface
February 13, 2011
I thought there were too many "voices" in this one of other theorists that made his central ideas difficult to identify much less follow. While I've enjoyed reading about his ideas quoted by other people, either this wasn't the best book of his to read or I am really bad at reading theoretical non-fiction.
Displaying 1 - 6 of 6 reviews