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A Hopeful Curriculum: Community, Praxis, and Courage
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structures in education. Some of this work can be found at
http://pressnetwork.blogspot.com
.
Section IIA. and B. Learner/participant Outcomes and MethodsAfter a brief discussion of the model we have constructed and a survey of some of our co-teaching experiences, we plan to model the model in our session and enlarge the dialogue to all session participants in order to more fully engage the importance of expanding the discussion of social difference and social justice in teacher preparation programs. At the conclusion of the session, participants should have a clear idea of how the model operates, how it could be useful in their own university courses, why hope is an important ingredient in this endeavor, and how they can become involved in a larger Network of progressive educators working for a more democratic practice/activism and ameliorative transformation of the teaching/learning experience for P-12 students.
ReferencesBenhabib, S. (1992). Situating the Self: Gender, Community, and Postmodernism. New
York: Routledge.
Carlson, D. (2002). Leaving Safe Harbors: Toward a New Progressivism in American
Education and Public Life. New York: RoutledgeFalmer.
Freire, P. (1970). Pedagogy of the Oppressed. NY: Continuum.Gramsci, A. (1971). Selections from the Prison Notebooks. International Publishers Co.hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New
York: Routledge.
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| | Authors: renner, adam. and brown, milton. |
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structures in education. Some of this work can be found at
Section II
A. and B. Learner/participant Outcomes and Methods
After a brief discussion of the model we have constructed and a survey of some of our
co-teaching experiences, we plan to model the model in our session and enlarge the
dialogue to all session participants in order to more fully engage the importance of
expanding the discussion of social difference and social justice in teacher preparation
programs. At the conclusion of the session, participants should have a clear idea of how
the model operates, how it could be useful in their own university courses, why hope is
an important ingredient in this endeavor, and how they can become involved in a larger
Network of progressive educators working for a more democratic practice/activism and
ameliorative transformation of the teaching/learning experience for P-12 students.
References
Benhabib, S. (1992). Situating the Self: Gender, Community, and Postmodernism. New
York: Routledge.
Carlson, D. (2002). Leaving Safe Harbors: Toward a New Progressivism in American
Education and Public Life. New York: RoutledgeFalmer.
Freire, P. (1970). Pedagogy of the Oppressed. NY: Continuum.
Gramsci, A. (1971). Selections from the Prison Notebooks. International Publishers Co.
hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New
York: Routledge.
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