Theorizing Pedagogic Practices in the Contexts of Marketization and of September 11, 2001, and Its Aftermath

Bibliographic Data

ID2470832
AuthorsJoyce E Canaan (Birmingham City University, corresponding author)
Year2002
Volume33
Issue3
Pages368-382
Publication date2002-09-01
Open AccessYes
TypeARTICLE
VenueAnthropology & Education Quarterly (JOURNAL)
Journal identifiersISSN: 0161-7761 • E-ISSN: 1548-1492
PublisherWiley (PUBLISHER • GB)
DOI10.1525/aeq.2002.33.3.368
OpenAlexW2039507833
LanguageEN
Citations received4
References cited19

Reflecting on a social theory course taught during autumn 2001,1 argue that progressive educators should theorize pedagogic practices in the contexts of the marketizing of higher education and the events of September 11. Such theorizing can demonstrate the limits of marketizing forces and can provide space where critical thought can help create alternatives to both marketizing forces and to the post-September 11 intensification of Third World rage and First World aggression and repression

Aggression · China · Critical theory · Epistemology · Marketization · Pedagogy · Political science · Social science · Sociology · Sociology of Education · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Law · Political theory and Gramsci · Psychology · Social Psychology

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