Teaching anti-racism

被引：0

作者：

Santas A. ^{[1
,2
]}

机构：

[1] Department of Philosophy, Valdosta State University, GA

[2] Department of Philosophy, Valdosta State University, Valdosta

来源：

Studies in Philosophy and Education | 2000年 / 19卷 / 4期

关键词：

Educational Praxis; Educational Theory; Educational Principle;

D O I：

10.1023/A:1005298916161

中图分类号：

学科分类号：

摘要：

This paper is a discussion of the application of democratic and anti-racist educational principles in a college setting. The paper explores both the implications of pedagogical theory for anti-racism and the implications of anti-racism for pedagogy. After giving a brief description of the conditions encountered in an economically and intellectually impoverished region of the country, the paper outlines an application of John Dewey's educational theory to college instruction. Then, after an account of what racism is, the paper reapplies Dewey's model to the teaching of anti-racism, and with the help of Paulo Freire's theory of educational praxis, readapts Deweyan principles to the task of reconstructing our classrooms as models of anti-racist communities. © 2000 Kluwer Academic Publishers.

引用

页码：349 / 361

页数：12

共 21 条

[1]

Nietzsche F., Beyond Good and Evil, (1966)

[2]

Freire P., Pedagogy of the Oppressed, (1997)

[3]

Art As Experience, (1934)

[4]

Random Thoughts: the Humanity of Teaching, (1995)

[5]

Dewey J., How We Think, (1933)

[6]

Mead G.H., Mind, Self and Society, (1934)

[7]

Dewey, Democracy and Education, (1944)

[8]

Peirce C.S., The Fixation of Belief, Philosophical Writings of Peirce, pp. 5-22, (1955)

[9]

Mead, Stages in the Act: Preliminary Statement, The Philosophy of the Act, pp. 3-25, (1938)

[10]

Dewey, Democracy and Education

← 1 2 3 →