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Pedagogies and Curriculums to (Re)imagine Public Education

Transnational Tales of Hope and Resistance

  • Book
  • © 2015

Overview

Editors:
  1. Encarna Rodríguez

    1. Department of Educational Leadership, Saint Joseph's University, Philadelphia, USA

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  • Challenges current discourses of education that legitimate private visions of education
  • Presents a detailed account of the pedagogies and curriculums that eleven schools, across a range of historical and geographical locations, have developed in their quest for a more socially just future for the disenfranchised communities they serve(d)
  • Reclaims the need to see public schools as legitimate sites of public imagination
  • Advances the notion of publicly imagined public schools as a tool to help find new public grounds for our public imagination
  • Reclaims the need to view pedagogies and curriculums as democratic tools that articulate the collective educational projects envisioned by the community
  • Includes supplementary material: sn.pub/extras

Part of the book series: Cultural Studies and Transdisciplinarity in Education (CSTE, volume 3)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-ix
    Download chapter PDF

  2. Introduction

    • Encarna Rodríguez
    Pages 1-14

  3. Reclaiming Schools as Public Sites for Democratic Imagination

    • Encarna Rodríguez
    Pages 15-33

  4. The Ayllu-school (Bolivia 1931–1940)

    • Encarna Rodríguez, Valentín Arispe Hinojosa
    Pages 35-48

  5. Tsé Ch’ízhí Diné Bi’ólta’—Rough Rock, The People’s School: Reflections on a Half-Century of Navajo Community-Controlled Education (U.S. 1966)

    • Teresa L. McCarty, Charles M. Roessel
    Pages 49-63

  6. English Literature at Brondesbury and Kilburn High School (UK 1980–1984)

    • Alex Moore
    Pages 65-79

  7. “Starting Life Again”: School and Community at Arthurdale (U.S. 1934–1936)

    • Daniel Perlstein
    Pages 81-95

  8. Bachillerato IMPA: Middle School Education for Adults at a Recovered Factory (Argentina 2003)

    • Gabriela Mendez
    Pages 97-111

  9. Promoting Social and Political Change Through Pedagogy: Lorenzo Milani and the Barbiana School (Italy 1954–1967)

    • Almudena A. Navas Saurin
    Pages 113-126

  10. Cifteler, the First Village Institute (Turkey 1937–1954)

    • Gokce Gokalp
    Pages 127-140

  11. Building Inclusive Education from the Ground Up: The Transformative Experience of HKRSS Tai Po Secondary School (Hong Kong 2006–2013)

    • Franky K. C. Poon, Angel M. Y. Lin
    Pages 141-155

  12. Los Talleres: A CONAFE Post-primary Center (Mexico 1996–2003)

    • Santiago Rincón-Gallardo
    Pages 157-170

  13. A Multicultural Curriculum for Educational Equity: Montclair High School, (U.S. 1983–1990)

    • Bernadette Anand
    Pages 171-185

  14. La Nostra Escola Comarcal: An Educational Cooperative in Defense of Democratic, Active and Valencian Pedagogy (Spain 1973)

    • Carmen Agulló Díaz, Andrés Payá Rico
    Pages 187-202

  15. Public Schools as Publicly Imagined

    • Encarna Rodríguez
    Pages 203-218

  16. Back Matter

    Pages 219-224
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Keywords

About this book

This book discusses current market-based educational discourses and how they have undermined the notion of “the public” in public education by allowing private visions of education to define the public democratic imagination. Against this discouraging background, this text embraces Freire’s understanding of hope as an ontological need and calls for finding new public grounds for our public imagination. It further articulates Freire’s mandate to unveil historically concrete practices to sustain democratic educational visions, no matter how difficult this task may be, by (1) presenting an indepth description of the pedagogies and curriculums of eleven schools across historical and geographical locations that have worked or are still working with disenfranchised communities and that have publicly hoped for a better future for their students, and by (2) reflecting on how the stories of these schools offer us new opportunities to rethink our own pedagogical commitment to public visions of education. To promote this reflection, this book offers the notion of publicly imagined public education as a conceptual tool to help understand the historical and discursive specificity of schools’ hopes and to (re)claim public schools as legitimate sites of public imagination.

Editors and Affiliations

  • Department of Educational Leadership, Saint Joseph's University, Philadelphia, USA

    Encarna Rodríguez

About the editor

Encarna Rodríguez, PhD, is associate professor of education in the Department of Educational Leadership at Saint Joseph’s University, Philadelphia, United States. She is the author of Neoliberalismo, Educación y Género: Análisis Crítico de la Reforma Educativa Española [neoliberalism, education and gender: A critical analysis of the Spanish education reform] (Madrid: La Piqueta). Her research on neoliberalism and education has been published in journals such as Educational Philosophy and Theory, Journal of Curriculum Theorizing, Revista de Educación, or Journal of Pedagogy. Her research on internationalizing teacher education has been published in Teacher Education Quarterly and Scholar-Practitioner Quarterly.

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