Maxine Greene and the Pedagogy of Social Imagination: An Intellectual Genealogy

ISBN-13: 9781138499379 / Angielski / Twarda / 2018 / 128 str.

Hannah Spector; Robert Lake; Tricia M. Kress

Opis

This bookis devoted to and inspired by the late Maxine Greene, a champion of education and advocator of the arts. It was originally published as a Special Issue of The Review of Education, Pedagogy and Cultural Studies.

Spis treści

1. Maxine Greene and the pedagogy of social imagination: An intellectual genealogy  2. The social world, the creative self, and the ongoing achievement of freedom  3. Freedom, aesthetics, and the agôn of living in Maxine Greene’s philosophy  4. Cultivating the ethical imagination in education: Perspectives from three public intellectuals  5. Mamma don’t put that blue guitar in a museum: Greene and Freire’s duet of radical hope in hopeless times  6. The slow fuse of the gradual instant reprised  7. The dialectic of racial justice: Maxine Greene’s contributions to morally engaged and racially just education spaces  8. On innervisions and becoming in urban education: Pentecostal hip-hop pedagogies in the key of life

O autorze

Hannah Spector is Assistant Professor of Education at Penn State University, Harrisburg, USA, where she teaches on the foundations of education. Her work has been published in Discourse: Studies in the Cultural Politics of Education, Studies in Philosophy and Education, and Review of Education, Pedagogy, and Cultural Studies, amongst others.

Robert Lake is Associate Professor of Social Foundations of Education at Georgia Southern University, USA. He teaches on diversity and multicultural education from both a local and global perspective. He is the author of Vygotsky on Education (2012), A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire: Information Age (2013), and Dear Maxine: Letters From the Unfinished Conversation with Maxine Greene (2011).

Tricia M. Kress is Associate Professor of Urban Education, Leadership and Policy Studies at the University of Massachusetts, Boston, USA. Her research uses critical pedagogy, cultural sociology, and autoethnography to rethink teaching, learning and research in urban schools. She details this approach in Critical Praxis Research: Breathing New Life into Research Methods for Teachers (2011). She is also the editor of Paulo Freire’s Intellectual Roots (with Robert Lake, 2013).