Authors:
- Deconstructs white, middle-class hegemony in the formal school curriculum Examines corporate media and school curriculum as hegemonic devices
- Discusses the effects of omission as a hegemonic strategy on oppressed groups and our civil society
- Combines theory and sociological research with pedagogical approaches and narratives from the classroom
Part of the book series: Explorations of Educational Purpose (EXEP, volume 17)
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Table of contents (10 chapters)
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Front Matter
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Mostly Theory – Ideology, Discourse, Hegemony, and the Curriculum
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Front Matter
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Less Theory, More Applications and Practice: Deconstructing Racial and Class Discourses for a Stronger Democracy
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Front Matter
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Back Matter
About this book
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.
Reviews
From the book reviews:
“Orlowski’s Teaching About Hegemony is insightful, demonstrative, and necessary. … Orlowski offers a polemic for teachers to become knowledgeable about and attentive to the hegemonic effects of neoliberal discourses channeled through media and to see curriculum as a political document with omission of and overture toward a notion of democracy distilled of race and class consciousness. … a good read for educators regardless of their level of formalized education.” (Bonnie L. Stelmach, Canadian Journal of Education, Vol. 36 (3), 2013)
“In Teaching About Hegemony (2011), Paul Orlowski has written a very useful book. … The book is designed for teacher education candidates and perhaps for master’s level courses as well. Its objective seems to be about shifting teachers’ consciousness so they will be able to infuse their teaching with a critical understanding of the depth and subtlety of oppression in contemporary capitalism.” (Michael Corbett, TeachingEducation, Vol. 23 (4), December, 2012)
“This is a timely and important book. Throughout it, Orlowski calls for action from an informed citizenry, of which teachers figure prominently. … This is a must-read for any educator committed to challenging hegemony and should be required reading for educators content with the status quo.” (Jennifer A. Tupper, Democracy & Education, Vol. 20 (2), 2012)Authors and Affiliations
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The University of Saskatchewan/Saskatoon, Saskatoon, Canada
Paul Orlowski
Bibliographic Information
Book Title: Teaching About Hegemony
Book Subtitle: Race, Class and Democracy in the 21st Century
Authors: Paul Orlowski
Series Title: Explorations of Educational Purpose
DOI: https://doi.org/10.1007/978-94-007-1418-2
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2012
Hardcover ISBN: 978-94-007-1417-5Published: 22 June 2011
Softcover ISBN: 978-94-007-3881-2Published: 30 January 2012
eBook ISBN: 978-94-007-1418-2Published: 21 June 2011
Series ISSN: 1875-4449
Series E-ISSN: 1875-4457
Edition Number: 1
Number of Pages: XVI, 216
Topics: Sociology of Education, Educational Policy and Politics