Orlowski Teaching About Hegemony

Race, Class and Democracy in the 21st Century
2012
ISBN: 978-94-007-1418-2
Verlag: Springer Netherland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 17, 220 Seiten, eBook

Reihe: Explorations of Educational Purpose

Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy that will help achieve a more enlightened citizenry and, as a result, a stronger democracy. Teaching about Hegemony: Race, Class and Democracy in the 21st Century promotes a progressive agenda for teaching that is rooted in critical pedagogy, it explains why ideological critique is necessary in raising political consciousness, it deconstructs white, middle-class hegemony in the formal school curriculum, and it examines corporate media and school curriculum as hegemonic devices. It also covers recent theory and research about race, class and democracy and how best to teach about these topics. Combining theory and sociological research with pedagogical approaches and classroom narratives, this book is fundamental for progressive educators interested in developing a politically conscious, progressive and active citizenry hungry for a stronger civil society.

Zielgruppe

Research

Autoren/Hrsg.

Orlowski, Paul

Inhaltsverzeichnis

1;Preface;6
2;Acknowledgments;9
3;Contents;10
4;About the Author;14
5;1 An Introduction;15
5.1; So What Does Hegemony Mean?;16
5.1.1;Chapter 1: An Introduction;19
5.2; Part I: Mostly Theory -- Ideology, Discourse, Hegemony, and the Curriculum;19
5.2.1;Chapter 2: What's Ideology Got to Do with It?;19
5.2.2;Chapter 3: The Power of Discourse, Of course!;20
5.2.3;Chapter 4: The Purpose of Schooling: Ideology in the Formal and the ''Enacted'' Curriculum;20
5.3; Part II: Less Theory, More Applications and Practice: Deconstructing Racial and Class Discourses for a Stronger Democracy;21
5.3.1;Chapter 5: Teaching About Race and Racism in Our Past and Present;21
5.3.2;Chapter 6: Social Class: The Forgotten Identity Marker in Social Studies Education;22
5.3.3;Chapter 7: Liberal Discourses About Aboriginal Students -- A Case Study of Power Blindness;24
5.3.4;Chapter 8: Ideology, Democracy, and the ''Good'' Citizen;25
5.3.5;Chapter 9: Neoliberalism: Laissez-Faire Revisited?;26
5.3.6;Chapter 10: Some Final Reflections: Dare the Schools Teach for a Fair Social Order?;26
5.4; A Few Words About Teacher Education;27
5.5; Questions to Ponder;28
5.6; Notes;29
5.7;References;29
6;Part I Mostly Theory -- Ideology, Discourse, Hegemony, and the Curriculum;31
6.1;2 What's Ideology Got to Do With It?;32
6.1.1; Political Ideology in Its Historical Context;32
6.1.2; Modernity;35
6.1.3; The Ideologies of Modernity;36
6.1.4; Liberalism;37
6.1.5; Socialism;39
6.1.6; Conservatism;41
6.1.7; Postmodernist Critiques of Modernity's Ideologies;43
6.1.8; Ideology Today;44
6.1.9; What Is Meant by Left Wing and Right Wing in Today's Politics?;44
6.1.10; Suggestions to Further Comprehension;46
6.1.11; Questions to Ponder;48
6.1.12; Notes;48
6.1.13;References;49
6.2;3 The Power of Discourse, Of course!;50
6.2.1; Critical Discourse Analysis: A Brief Introduction;51
6.2.2; A Poststructuralist Approach to Understanding Power;52
6.2.3; Discursive Formations;53
6.2.4; Discourse and the Evolving Nature of Ideology;53
6.2.5; Discourse and Resistance to Power;55
6.2.6; Hegemony;55
6.2.7; Counterhegemonic Discourses;57
6.2.8; Social Positionality and Life Experiences;59
6.2.9; Locating Oneself in Our Racial Relations: Some Personal Reflections;61
6.2.10; For Reflection;64
6.2.11; Questions to Ponder;64
6.2.12; Notes;64
6.2.13;References;65
6.3;4 The Purpose of Schooling: Ideology in the Formal and "Enacted" Curriculum;67
6.3.1; Teacher Accountability and a Relevant Curriculum;67
6.3.2; The Struggle over the Curriculum: A Brief History;70
6.3.3; Ideology and the Purpose of Schools: Then and Now;71
6.3.4; The Formal Curriculum and Political Ideology;73
6.3.5; Examples of Political Ideology in the B.C. Curriculum;76
6.3.6; The Enacted Curriculum and Race--Class Intersections;78
6.3.6.1; Example 1: The Ludlow Massacre;78
6.3.6.2; Example 2: Exploiting White Working-Class Racism in B.C.'s Coal Mines and Beyond;79
6.3.6.3; Example 3: Women's Rights Across Space and Time: A Race--Class--Gender Intersection;82
6.3.7; Questions to Ponder;83
6.3.8; Notes;85
6.3.9;References;85
7;Part II Less Theory, More Applications and Practice: Deconstructing Racial and Class Discourses for a Stronger Democracy;87
7.1;5 Teaching About Race and Racism in Our Past and Present;88
7.1.1; Forms of Racism: A Narrative of a Teacher/Educational Researcher;89
7.1.2; A Few Words About Race and Racism in the Context of North America;92
7.1.3; An Introduction to Racial Discourses;93
7.1.3.1; The Essentialist Discourse in Social Studies;94
7.1.3.2; The Color-Blind Discourse in Social Studies;98
7.1.3.3; The Race-Cognizance Discourse in Social Studies;100
7.1.4; Political Ideology and Multiculturalism;102
7.1.5; A Few Words on Contemporary Racial Discourses;104
7.1.6; Questions to Ponder;105
7.1.7; Notes;107
7.1.8;References;107
7.2;6 Social Class: The Forgotten Identity Marker in Social Studies Education;109
7.2.1; A Waning Class Consciousness -- Can Ideology Critique Help?;110
7.2.2; Ideology and Economic Issues;112
7.2.3; Public Education and Class Consciousness;113
7.2.4; Ideology in the Social Studies Curriculum;114
7.2.5; The Curriculum and the Individual;118
7.2.6; Ideology and Discourses of Working-Class Academic Performance;119
7.2.7; Ideology and How Veteran Teachers View Issues of Social Class and Working-Class Students;121
7.2.7.1; How Teachers Think About Social Class;123
7.2.7.2; How Teachers Think About Teaching Social Class Issues;126
7.2.8; Summary and Conclusions;129
7.2.9; Implications: Can Social Studies Help Bring Social Class to the Public Consciousness?;131
7.2.10; Questions to Ponder;133
7.2.11; Notes;133
7.2.12;References;134
7.3;7 Liberal Discourses About Aboriginal Students -- A Case Study of Power Blindness;136
7.3.1; Settings and Methods;138
7.3.2; Framing the Study;139
7.3.3; Racial Discourses;140
7.3.4; Canadian Multiculturalism -- A Brief Overview;140
7.3.5; The British Columbia Social Studies Curriculum as Context;141
7.3.6; Teacher Attitudes;143
7.3.7; Teachers and the "One-Size-Fits-All" Color-Blind Curriculum;148
7.3.8; Summary and Conclusions;151
7.3.9; For Reflection;153
7.3.10; Questions to Ponder;154
7.3.11; Notes;154
7.3.12;References;155
7.4;8 Ideology, Democracy, and the "Good" Citizen;157
7.4.1; A Brief Discussion About Modern Democratic Concerns;157
7.4.2; American Democracy: Achieving Dignity for the Masses?;159
7.4.3; Ideology and Competing Visions of Democracy and Citizenship;162
7.4.4; Teaching For and About Democracy, Including Its Flaws;165
7.4.5; Hegemony and Counterhegemony;166
7.4.6; Teaching for a Political Consciousness;167
7.4.7; Ideology Critique;168
7.4.8; The Case for Critical Media Literacy;169
7.4.9; Teaching About the Flaws in Our Democracy;172
7.4.10; Reflections on Teaching for and About Democracy;174
7.4.11; Conclusions;175
7.4.12; Questions to Ponder;175
7.4.13; Notes;176
7.4.14;References;177
7.5;9 Neoliberalism: Laissez-Faire Revisited?;179
7.5.1; Neoliberalism: Is This a New Political "Ideology"?;182
7.5.2; If Not an Ideology, Then What is Neoliberalism?;184
7.5.3; From Laissez-Faire to State Interventionism in the Economy;184
7.5.4; Neoliberalism Finds Fertile Ground;186
7.5.5; Getting the Masses to Support the Neoliberal Project;188
7.5.6; Is Today's Globalization the Same as Yesterday's Colonization?;190
7.5.7; Neoliberalism On the Home Front;192
7.5.8; Neoliberalism and Its Implications for Public Education;195
7.5.9; The Neoliberal Attack on the Teaching Profession;197
7.5.10; Resistance to Neoliberalism: Where Hope Resides!;198
7.5.11; Questions to Ponder;201
7.5.12; Notes;202
7.5.13;References;202
7.6;10 Some Final Reflections: Dare the Schools Teach for a Fair Social Order?;205
7.6.1; Question to Ponder;212
7.6.2; Note;212
7.6.3;References;212
8;Index;214

Chapter 1: An Introduction.- PART A: Mostly Theory – Ideology, Discourse, Hegemony & the Curriculum.- Chapter 2: What’s Ideology Got to do With It?.- Chapter 3:  The Power of Discourse.- Chapter 4:  The Purpose of  Schooling: Ideology in the Formal and ‘Enacted’ Curriculum.- PART B: Less Theory, More Applications and Practice: Deconstructing Racial and Class Discourses for a Stronger Democracy.- Chapter 5: Teaching about Race & Racism in Our Past & Present.- Chapter 6:  Social Class - The Forgotten Identity Marker in Social Studies Education.- Chapter 7:  Liberal Discourses About Aboriginal Students  – A Case Study of Power Blindness.- Chapter 8:  Ideology, Democracy and the ‘Good’ Citizen.- Chapter 9: Neoliberalism: Laissez Faire Economics Revisited?.- Chapter 10: Some Final Reflections - Dare the Schools Teach for a Fair Social Order?.