Donal E Mulcahy
Biographic Data
| ID | 2323800 |
|---|---|
| NAME | Donal E Mulcahy |
| GIVEN NAMES | Donal E |
| FAMILY NAME | Mulcahy |
| SIGNATURE | MULCAHY D E |
| AFFILIATIONS | Wake Forest University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 0 |
Rhetoric Over Reason: The Rhetorical Assault on Education in the Absence of Argument and Evidence in Educational Discourse
Based on an overview of writings published or supported by the Fordham Institute and those associated with it over many years, this article brings together and examines a range of rhetorical tools employed to persuade policymakers and the public of their position. The article argues that in the absence of a reasoned or evidenced position, the rhetorical tools call upon emotions to guide decision making. The result is a form of demagogery. Because…
The Standardized Curriculum and Delocalization: Obstacles to Critical Pedagogy
This essay explores the nature of standardized curricula and the ideological motivation behind the standards movement, beginning with President Ronald Reagan in the early 1980s. It focuses on how the standardizing of curricula and the embedded hierarchy of information and knowledge-produced by few and mandated for all-not only reflects a privileged epistemology but does so with the intention of maintaining a social structure that will continue to…
No prominent works on this page.
The Standardized Curriculum and Delocalization: Obstacles to Critical Pedagogy
This essay explores the nature of standardized curricula and the ideological motivation behind the standards movement, beginning with President Ronald Reagan in the early 1980s. It focuses on how the standardizing of curricula and the embedded hierarchy of information and knowledge-produced by few and mandated for all-not only reflects a privileged epistemology but does so with the intention of maintaining a social structure that will continue to…
Rhetoric Over Reason: The Rhetorical Assault on Education in the Absence of Argument and Evidence in Educational Discourse
Based on an overview of writings published or supported by the Fordham Institute and those associated with it over many years, this article brings together and examines a range of rhetorical tools employed to persuade policymakers and the public of their position. The article argues that in the absence of a reasoned or evidenced position, the rhetorical tools call upon emotions to guide decision making. The result is a form of demagogery. Because…
Global Education and Multiculturalism (2 works) · Pedagogy (2 works) · Sociology (2 works) · Argument (complex analysis (1 works) · Complicity (1 works) · Critical Race Theory in Education (1 works) · Curriculum (1 works) · Deskilling (1 works) · Discourse analysis (1 works) · Educator Training and Historical Pedagogy (1 works)