Extraordinary conversations in public schools
- 1 July 2001
- journal article
- research article
- Published by Taylor & Francis in International Journal of Qualitative Studies in Education
- Vol. 14 (4) , 497-523
- https://doi.org/10.1080/09518390110046355
Abstract
This article reviews two ethnographic studies in which "disruptive pedagogies" are engaged in public schools, designed to enable youth to work across categories of difference toward a grounded sense of social critique and participation. Respectfully challenging/extending the premises of reproduction theory, it is argued that educational researchers not only need to theorize the means of (re)production by which public schools insure class, race, ethnic and gender stratification, but also to theorize how counter-hegemonic moments in school, in which educators undertake disruptive pedagogies, affect social consciousness and community.Keywords
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