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" A pedagogy for liberation : "
Ira Shor & Paulo Freire
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BL
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| Record Number
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654753
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| Doc. No
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dltt
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| Main Entry
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Shor, Ira,1945-
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| Title & Author
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A pedagogy for liberation : : dialogues on transforming education /\ Ira Shor Paulo Freire
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| Page. NO
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ix, 203 pages ;; 24 cm
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| ISBN
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089789104X
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: 9780897891042
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: 0897891058 (pbk.)
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: 9780897891059 (pbk.)
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: 0333439333
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: 9780333439333
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: 0333439325
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: 9780333439326
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| Notes
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Includes index
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| Bibliographies/Indexes
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Bibliography: p. 189-192
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| Contents
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Introduction: the dream of liberating education: A 'talking book': a dialogue on dialogue ; Rigor and motivation in a liberating course ; Modeling a critical theory of knowing ; Remaking knowledge and power: the politics of reading ; The myth of value-free learning -- How can teachers become liberating educators?: Reinventing ourselves: challenging tradition and mass culture ; Traveling without maps: a trip towards liberating education ; Student responses: resistance and support ; Changing through experience: teachers learn with and from students ; Liberating methods reveal dominant ideology ; Other places: education in movements and communities ; Being critical of the system while teaching inside it: lecture versus discussion formats ; Teacher-talk versus dialogue, domination versus illumination ; Knowing is not eating facts: dialogue and subject matter -- What are the fears and risks of transformation?: Fear and risk: the results of dreaming inside history ; What fear can teach us: limits and lessons ; Acting in spite of fear ; The fear of student resistance
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Is there structure and rigor in liberating education?: Structure against structure: liberating classrooms transform traditional authority ; Creative rigor: democratic and directed ; Rigor is depth and change: understanding versus memorizing ; Freedom and limits in a liberating classroom ; Together, but not equal: teacher-student differences -- What is the dialogical method?: Liberating discourse: dialogue transforms communication ; Participatory learning: dialogue and 'situated pedagogy' ; Starting with reality to overcome it ; Empowerment is a social act ; Class and empowerment ; The teacher as artist -- Do first-world students need liberating?: Defining a 'culture of silence' ; A 'culture of sabotage' ; Transforming silence and sabotage: the limits of education ; Beyond the limits of education ; Reading and resistance: school-words versus reality
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How can liberating educators overcome language differences with the students?: Researching student language: the idiom and starting points for dialogue ; Social class and classroom discourse: abstract versus concrete speech ; Conceptual versus metaphoric language: transforming the academic idiom ; Making the process go: the teacher's directive responsibility ; The 'inductive moment' in critical discourse ; Humor in dialogue ; Facing racism and sexism in a dialogic class -- The dream of social transformation: how do we begin?: Starting out: the ethics of transforming consciousness ; The right to challenge inequality and domination ; Opening the dialogue: invitation, not manipulation ; A practical agenda for day one ; Imagination in dialogue: making the future possible -- Selected bibliography: resources for transformation
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| Subject
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Education-- Aims and objectives-- United States
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Teaching
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Discussion
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Dialogues
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Dialogues
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Discussion
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Enseignement
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Éducation - Finalités - États-Unis
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| Dewey Classification
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370/.973
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| LC Classification
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LB41.S554 1987
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| Added Entry
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Freire, Paulo,1921-1997
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