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Original Articles

On the Possibility of Teachers as the Source of an Emancipatory Pedagogy: A Response to Henry Giroux

Pages 205-210 | Published online: 15 Dec 2014

REFERENCES

  • FREIRE, PAOLO. The Pedagogy of the Oppressed. New York: Herder and Herder, 1971.
  • GIROUX, HENRY. “Critical Theory and Rationality in Citizenship Education.” Curriculum Inquiry 10, no. 4 (1980): 329–366.
  • GIROUX, HENRY.. “Schooling and the Culture of Positivism: Notes on the Death of History.” Education Theory 29, no. 4 Fall (1979): 283–294.
  • McNEIL, LINDA. “Making Knowledge Inaccessible,” a forthcoming revision of thesis, “Economic Dimensions of Social Studies Curricula: Curriculum as Institutionalized Knowledge,” University of Wisconsin, Madison, 1977.
  • McNEIL, LINDA.. Contradictions of Control: The Organizational Context of School Knowledge, report of research under a grant from the Organizational Processes Division of U.S. National Institute of Education (NIE-G-79–0015), forthcoming.
  • MEYER, MARSHALL W., and ASSOCIATES. Environments and Organizations. San Francisco: Jossey-Bass, 1978.
  • NEWMANN, FRED M., and OLIVER, DONALD. Clarifying Public Controversy Boston: Little Brown, 1970.
  • SARASON, SEYMOUR. The Culture of the School and the Problem of Change. Boston: Allyn and Bacon, 1971.

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