第六十八輯．第四期（Open Access） - 2022-12-30

書評：後—批判教學論宣言

Book Review: Manifesto for a Post-Critical Pedagogy

作　者：
李奉儒 / Feng-Jihu Lee
關鍵字：
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  • 摘要
  • 英文摘要
  • 參考文獻
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李奉儒（2003a）。P. Freire的批判教學論對於教師實踐教育改革的啟示。教育研究集刊，49（3），1-30。

[Lee, F.-J. (2003a). P. Freire’s critical pedagogy and its implications for teachers’ implementing

　　educational reforms in Taiwan. Bulletin of Educational Research, 49(3), 1-30.]

李奉儒（2003b）。從教育改革的批判談教師作為實踐教育正義的能動者。臺灣教育社會學研究，3（2），113-

　　150。

[Lee, F.-J. (2003b). Teachers as agents to perform justice-based educational reform. Taiwan Journal of

　　Sociology of Education, 3(2), 113-150.]

楊深坑（2016a）。教育哲學學術性質之歷史發展分析。市北教育學刊，54，1-81。

[Yang, S.-K. (2016a). A critical analysis on the historical development of disciplinary identity of educational

　　philosophy. Journal of Education of University of Taipei, 54, 1-81.]

楊深坑（2016b）。教育哲學專業溝通平台積極開展新知落實專業實踐—對拙文五篇評論之回應。市北教育學

　　刊，54，115-129。

[Yang, S.-K. (2016b). A rejoinder to my critics. Journal of Education of University of Taipei, 54, 115-129.]

Ergas, O. (2017). The Post-critical mind as a gateway to embodied hope and love for the world. In N.

　　Hodgson, J. Vlieghe, & P. Zamojski (Eds.), Manifesto for a post-critical pedagogy (pp. 57-61).

　　Punctum Books.

Freire, P., Freire, A. M., & Oliveira, W. F. de (2014). Pedagogy of Solidarity. Left Coast.

Friesen, N. (2017). Towards a pedagogical hermeneutics: A response to the “Manifesto for a Post-Critical

　　Pedagogy.” In N. Hodgson, J. Vlieghe, & P. Zamojski (Eds.), Manifesto for a post-critical pedagogy

　　(pp. 43-48). Punctum Books.

Giroux, H. A. (2014). When schools become dead zones of the imagination: A critical pedagogy Manifesto.

　　Policy Futures in Education, 12(4), 491-499. https://doi.org/10.2304/pfie.2014.12.4.49

Hodgson, N., Vlieghe, J., & Zamojski, P. (Eds.). (2017). Manifesto for a post-critical pedagogy. Punctum

　　Books.

Hodgson, N., Vlieghe, J., & Zamojski, P. (2018). Education and the love for the world: Articulating a post-

　　critical educational philosophy. Foro de Educación, 16(24), 7-20.https://doi.org/10.14516/fde.576

Lewis, T. (2017). A response to the “Manifesto for A Post-Critical Pedagogy.” In N. Hodgson, J. Vlieghe, &

　　P. Zamojski (Eds.), Manifesto for a post-critical pedagogy (pp. 23-34). Punctum Books.

McLaren, P. (2009). A revolutionary critical pedagogy Manifesto for the twenty first century. Education and

　　Society, 27(3), 59-76. https://doi.org/10.7459/es/27.3.05

Ramaekers, S. (2017). Love for the world in education. In N. Hodgson, J. Vlieghe, & P. Zamojski (Eds.),

　　Manifesto for a post-critical pedagogy (pp. 63-67). Punctum Books.

Thyssen, G. (2017). Differences that might matter? A Manifesto diffractively read. In N. Hodgson, J.

　　Vlieghe, & P. Zamojski (Eds.), Manifesto for a post-critical pedagogy (pp. 49-56). Punctum Books.

Ververi, O. (2017). A sociologist’s conversation with the “Manifesto for a Post-Critical Pedagogy.” In N.

　　Hodgson, J. Vlieghe, & P. Zamojski (Eds.), Manifesto for a post-critical pedagogy (pp. 35-41). Punctum

　　Books.

Wortmann, K. (2020). Drawing distinctions: What is Post-critical pedagogy? Journal for Research and

　　Debate, 3(9), 1-5.

 

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