AGENCIES OF EDUCATION,FORMAL AGENCIES OF EDUCATION, INFORMAL AGENCIES OF EDUCATION,INFORMAL AGENCIES OF EDUCATION , FAMILY, AND EDUCATIONAL FUNCTIONS OF FAMILY,PEER GROUP , AND ROLE OF PEER GROUPS, EDUCATIONAL ROLE OF COMMUNITY, THE MASS MEDIA ,E, AND EDUCATIONAL FUNCTIONS OF MASS MEDIA.
analytic method is a method of discovery,logical,develops thinking and reasoning abilities of students.
synthetic method is a method of elegant presentation.
one should begin with analytic method and proceed with deduction.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
AGENCIES OF EDUCATION,FORMAL AGENCIES OF EDUCATION, INFORMAL AGENCIES OF EDUCATION,INFORMAL AGENCIES OF EDUCATION , FAMILY, AND EDUCATIONAL FUNCTIONS OF FAMILY,PEER GROUP , AND ROLE OF PEER GROUPS, EDUCATIONAL ROLE OF COMMUNITY, THE MASS MEDIA ,E, AND EDUCATIONAL FUNCTIONS OF MASS MEDIA.
analytic method is a method of discovery,logical,develops thinking and reasoning abilities of students.
synthetic method is a method of elegant presentation.
one should begin with analytic method and proceed with deduction.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
History of Education in India: During The British Period.Sadanand Patwardhan
The book is about what exactly it's name suggests. It starts with the review of State of Education in British India in the early 19th century as revealed by the surveys carried out in Madras Presidency at the instance of Governor Munro and far more detailed surveys carried out in some districts of Bengal and Bihar by Adams. Contrary to generally held popular notion that British led the foundation of education; the system of primary education was pretty widespread and robust, though it had already fallen to bad times. In fact, the method of pedagogy, use of senior students to coach junior students, was so economical and useful that it was imitated in England. The primary education was essentially community organized and private tutoring played a big role, where persons of means in villages made it possible for other children to learn along with their own. Syed Nuruallah and J P Naik were well known educationists and published the book in 1943. Naik even started the well known Indian Institute of Education [http://iiepune.org/] in Pune. The pages from 14 to 35 deal with the surveys of indigenous system of primary education and later pages delves into what the British did to education in India.
Decolonizing schools- Lesson Plan StudyLesson planWhat is th.docxrichardnorman90310
Decolonizing schools- Lesson Plan Study
Lesson plan
What is the objective of the class?
What are the students doing?
What strategies is the teacher using?
What
elements that speak of decolonization we see?
How could we improve/adapt this lesson to our particular subject/setting?
Trial of the Genocide of Native Californians- A Role Play
The Advent of White Supremacy and Colonization/Dehumanization of African Americans
Challenging Colonialism
Sin Fronteras Boy
The Color Line
11/4/22, 8:08 AM Decolonizing the Classroom: Step 1 - NCTE
https://ncte.org/blog/2019/04/decolonizing-the-classroom/ 1/10
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From the NCTE Standing Committee on Global Citizenship
This post was written by NCTE member Michael Seward, a member of the NCTE
Standing Committee on Global Citizenship.
Decolonizing the Classroom: Step 1
NCTE 04.11.19 DIVERSITY
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11/4/22, 8:08 AM Decolonizing the Classroom: Step 1 - NCTE
https://ncte.org/blog/2019/04/decolonizing-the-classroom/ 2/10
As a member of NCTE’s Standing Committee on Global Citizenship, I am concerned
with the legacy of pervasive and lasting pain and inequity left by colonization: across
the globe, within the US, within schools, and in my own classroom.
Colonization’s legacy is about power: who has it, and who is denied it? Power has to do
with material existence and lived experience: access to and use of resources (money,
housing, transportation, energy, healthy food, clean water), knowledge, influence, self-
determination and economic potential and clout.
The classroom is a political space: power is exerted, resisted and yielded to in every
classroom; every classroom is situated within an institution, state, and nation—all
locations in which resources, knowledge, and access must be negotiated. Justin Simien,
director of Dear White People, reminds us that “[r]acism is systemic: It’s oppression
that’s built into the laws, legislation, into the way neighborhoods are policed, and into
job opportunities and health care and education” (emphasis added).
Thus, those interested in decolonizing the classroom must take a first, crucial step: a
personal commitment to political change. To deny the racial nature of politics (and
power)—both inside of and surrounding the classroom—i.
This presentation on Inclusion & Inclusive Practice was delivered in January 2023 to PGCE students. The session was interactive and allowed students to ask questions about working in a PRU/AP setting as well as providing a theoretical underpinning to their inclusive practices.
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Civil Rights Essay Essay on Civil Rights for Students and Children in .... The civil rights movement essay. Civil Rights Movement Essay Example .... Modern History Essay on Civil Rights Movement USA Modern History .... Higher History USA: Essay 5 Development of the Civil Rights Movement .... Leaders of the civil rights movement essay paper. Civil rights movement essay introduction. Civil Rights Movement In .... Civil rights movement essay thesis proposal. Major Highlights of the Civil Rights Movement. Civil Rights Movement Essay Modern History - Year 12 HSC Thinkswap. The African-American Civil Rights Movement - Free Essay Example .... History of the Battle for Civil Rights - Free Essay Example PapersOwl.com. Title: Why the Civil Rights Movement was a struggle 1865-1965 amp; Essay. Best Topics For Your Civil Rights Movement Essay - Techies Tech Guide. Essay on civil rights - A-Level History - Marked by Teachers.com. Essay on the Successes of the US Civil Rights Movement Modern History .... Sample Essay: Civil Rights Movement in America Blog. Changes Brought by Civil Rights Movement - PHDessay.com. Civil Rights Movement Essay Example for Free - 683 Words EssayPay. Business paper: Essays on the civil rights movement. Persuasive essay: Essays on civil rights movement. The Civil Rights Movement - GCSE History - Marked by Teachers.com. How Civil Rights Movements Changed Basic Rights - Free Essay Example .... Civil Rights Movement Post-1964 ActiveHistory. Was the Civil Rights Movement Successful? - GCSE History - Marked by .... Civil rights movement essay introduction Premium online writing service.. The Civil Rights Movement Literature review Example Topics and Well .... Civil Rights Movement Essay Modern History - Year 11 HSC Thinkswap. Historians and the Civil Rights Movement Journal of American Studies .... The Civil Rights Movement Project - GCSE History - Marked by Teachers.com. Essay 15: Teaching the Civil Rights Movement - History and Social Justice. Business Paper: Civil rights movement essay. Time of change: Photos of the civil rights movement - Photo 1 ... Essays On The Civil Rights Movement Essays On The Civil Rights Movement
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Paulo Freire - Background Freire was born in Recife, Brazil. He was born into a middle class household. His family was impacted by the Great Depression. Freire soon knew what it was like to go hungry. (Stevens, 2002) Av Rio Branco on Recife Island, with a bit of Ponte Buarque de Macedo in the distance, c. 1920s. (Morrison, 2006)
3. Paulo Freire on his Poverty Freire stated that poverty and hunger severely affected his ability to learn. This influenced his decision to dedicate his life to improving the lives of the poor: “I didn't understand anything because of my hunger. I wasn't dumb. It wasn't lack of interest. My social condition didn't allow me to have an education. Experience showed me once again the relationship between social class and knowledge" (Freire). (Stevens, 2002) Child collecting garbage in Brazil for income (Flickr, 2008)
4. Freire’s Career Freire's financial situation eventually improved. He enrolled at the University of Recife, where he earned a law degree. He soon left the legal profession choosing to teach Portuguese in Brazil’s high schools. He later switched from teaching high school to a career in adult education. (Stevens, 2002) Faculty of Law, University of Recife (Cabral de Moura, 2007)
5. Freire’s Career (Cont’d) Freire completed his PhD and worked in several university and government agencies in Brazil throughout the 1960s. He worked towards bringing literacy programs to Brazil’s poor. In April of 1964, a military coup brought all progressive movements in Brazil to a halt. Freire was imprisoned for 70 days and then exiled for his "subversive" activities. (Stevens, 2002) c. 1960s (Reason Foundation, 2008)
6. Freire’s Career (Cont’d) In 1968 Freire published his most famous book, Pedagogy of the Oppressed, where he outlined the characteristics of what he called Critical Pedagogy. Critical Pedagogy called for people living under conditions of oppression to develop a new foundation for learning. (Stevens, 2002) Book cover of Pedagogy of the Oppressed, 30th Anniversary Ed. (Amazon, 2008)
7. Margaret Ledwith Professor in Community Development and Social Justice Margaret is Professor of Community Development and Social Justice. She worked with communities for many years in Scotland and in North-West England, with Vietnamese people seeking asylum, with inner city multi-cultural groups, and, for seven years, in Hattersley, a Manchester peripheral estate. Her first book, Participating in Transformation: Towards a Working Model of Community Empowerment, based on research undertaken with Hattersley people, became a key text for community development. Her current book, Community Development: A Critical Approach, has also been published in an Indian edition. She is currently writing a new book, Participatory Practice, in partnership with Professor Jane Springett.
8. What is Critical Pedagogy? Critical pedagogy is a teaching approach which attempts to help students question and challenge domination, and the beliefs and practices that dominate them. It tries to help students become critically conscious. (Wikpedia, 2008) In our case, we are talking about you, and the communities you do, and will, work with.
9. How to be Critically Conscious? According to Ira Shor (1992) a person can be critically conscious by: Thinking, reading, writing, and speaking while going beneath the surface meaning Communities must go beyond: Myths, clichés, received wisdom, and mere opinions Amazon, 2008
10. How to be Critically Conscious? (Cont’d) Most importantly students must understand the deep meaning, root causes, social context,and personal consequences of: any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse. (Shor, 1992) Ira Shor & Paulo Freire (Columbia University, 2008)
11. Characteristics of Critical Pedagogy The following is a list of the goals and methods that critical pedagogy tries to bring to education (and we bring to community development practice). The objective of this pedagogy (method of education) is to empower students and help them help themselves. The aim is to liberate students from oppression.
12. 1. Anti-Colonial Education Native populations need to have their own education systems. They need to develop their own culture. Their education should not simply be an extension of the culture of their colonizer. (Freire, 1968) Map of Brazil issued by the Portuguese explorers in 1519. (Wikipedia, 2008)
13. 2. The Role of Indigenous Knowledge The knowledge of indigenous and subjugated peoples (people forced to submit to the will of another group) is very important. When oppressed people learn about their own culture, history, medicinal practices, religion, heritage, etc., this can have a transformative effect on their lives and lead to their own empowerment. Indigenous knowledge is equally important for people in the West who have ignored it in favour of Western knowledge. There is much to be learnt from the knowledge of indigenous peoples across the globe. (Kincheloe, 2007) Indigenous medical practitioners known as sesayas in Myanmar cure diseases using natural elements throughout the country (AllMyanmar, 2008).
14. 3. Identifying Sources of Power Students must be able to analyze competing power interests between groups and individuals within a society. They must be able to identify who gains and who loses in specific situations. They must be made aware that privileged groups often have an interest in supporting the status quo to protect their advantages. (Kincheloe, 2007)
15. 4. Political Nature of Education All education is political. Teachers and students must be made aware of the “politics” that surround education. The way students are taught and what they are taught serves a political agenda. Teachers, themselves, have political notions, they bring into the classroom. (Kincheloe, 2008) President Bush visiting the Emma E. Booker Elementary School in Sarasota on the morning of 9/11 promoting his “Reading First” educational program (Lexidiem, 2006)
16. 5. Understanding the Politics of Knowledge Students must understand that knowledge itself is political. Understanding the “power” of knowledge is crucial. Many educational institutions use their “power” to keep the privileged on top and the underprivileged on the bottom. What we learn in schools/universities is usually “validated" scientific knowledge. The problem? Often the people who produced this “scientific” knowledge are the people in positions of power who dominate over oppressed peoples! How much of the knowledge that you have learnt in school is Western and written by dead, white males? (Kincheloe, 2008)
17. 6. Justice & Equality in Education A social and educational vision of justice and equality should be the basis of all education (Kincheloe, 2008) School children in Soweto, South Africa (1976) rioting against government’s plans to introduce Afrikaans as the official language of instruction (NPR, 2008).
18. 7. The Rejection of Economic Determinism Critical Pedagogy understands that economic factors alone do not predetermine who has power and who does not. Students must be made to realize that people are also oppressed because of issues of: race, class, gender, sexuality, religion, and physical ability(Kincheloe, 2008) A rally in protest of the desegregation of Little Rock Central High at the state capitol, August 20, 1959 (McElrath, 2008).
19. 8. Goal of Schooling is to Lessen Human Suffering The alleviation of oppression and human suffering is a key aspect of the purpose of education (Kincheloe, 2008) A group of women who have just completed 3 months at a brand-new literacy program one hour outside of Kano. The program was started by local pastors, who also serve as the teachers. The NGO Hands at Work is now partnering with them to assist in any way possible (Hardie, 2007).
20. 9. End of “Banking System” of Education Students should not be viewed as an empty “account” to be filled in by the teacher. Teachers should know that students have life experiences and their own knowledge that is key in shaping their education and learning. Good schools do not blame students for their failures or strip students of the knowledges they bring to the classroom. (Freire, 1968) (Kincheloe, 2008) A traditional classroom scene from 1935 (Biz/Ed, 2008)
21. 10. Change in Relationship between Student and Teacher A deep respect shoud exist between teacher and student. We should think in terms of teacher-student and student-teacher - that is: a teacher who learns and a learner who teaches (Freire, 1968) Teacher & Student in Louisiana (LSU College of Education, 2006)
22. 11. Teachers as Researchers The professionalism of teachers must be respected. Part of the role of any educator involves becoming a scholar and a researcher. It is vital to know your students; i.e. their culture, knowledge base, language, etc. Teachers must become “warrior intellectuals”, people who know their students and their backgrounds and who are willing to fight for them (Kincheloe, 2008) A CEP teacher and a group of 8th grade students perform at their year-end poetry slam in June 2006 (The Arts & Spirituality Centre, 2006).
23. 12. Education Must Promote Emancipation & Intellectual Growth Education must both promote freedom (emancipation) and the changes that come with it. Education must also allow knowledge, reasoning and understanding (i.e. intellect) to grow. These two goals should never be in conflict, they should always be in sync. Those who seek freedom (emancipation) attempt to gain the power to control their own lives in unity with a community that seeks justice. Critical pedagogy’s role is to expose the forces that prevent individuals and groups from making the decisions that will affect their lives. (Kincheloe, 2008) The Journal of Urban Mathematics Education(JUME) is a peer-reviewed, open-access, academic journal published twice a year. The mission of JUME is to foster a transformative global academic space in mathematics that embraces critical research, emancipatory pedagogy, and scholarship of engagement in urban communities (JUME, 2008).
24. 13. Education Meeting the Needs of New Colonialism Education often reflects the interests and needs of new modes of colonialism and empire, i.e. Globalization, TNCs, U.S. foreign domination…. Such dynamics must be exposed, understood, and acted upon. (Kincheloe, 2008) (Koulopoulos, 2006) BY THE WAY…you can actually outsource your homework to India! Read this link http://www.washingtonpost.com/wp-dyn/content/article/2006/05/14/AR2006051401139.html
25. 14. A Cycle of Critical Praxis Must be Established Praxis is a problem-solving method. (Duncan-Andrade & Morrell, 2008)
26. 15. The Idea of Hegemony Hegemony is a complex notion…. Groups/people who have dominant power do not always get this power through physical force. They gain this power through social and psychological attempts to win people’s consent. This is often done by dominating culture, i.e. influencing media, schools, family, the Church. This is hegemony. (Kincheloe, 2007) Example: Hitler slowly won over the consent of the German people; he did not take over power by force. He created organizations that improved working conditions in factories, he developed loan programs for families who wanted to go on vacation, he established youth groups to indoctrinate the young, etc. His manipulation of the German people won them over, i.e. hegemony. Hitler posing with a member of the Hitler Youth (Zigfeld, 2007).
27. Critical Pedagogy One of the key objectives of critical pedagogy is to allow students to gain the necessary social skills to allow them to actively participate in a transformed & inclusive democratic community. When you can identify the sources of power, recognize your own position in relation to power and understand the political nature of what you learn you can develop your own social actions. Critical pedagogy seeks to give those who have been excluded from power the right and ability to have an input into civic life. (Kincheloe, 2007)
28. Features of critical community practice Go beneath the surface Reject clichés, myths, received wisdom and opinion about communities Understand the deep meaning, root causes and personal consequences of a community Identify who gains and loses Understand that you are agents of political processes
29. Features of critical community practice Government funding comes with a political agenda Communities are not empty accounts to be filled by white middle-class values and behaviours Community development should be accompanied with deep respect for the community (even if you disapprove)
30. Works Cited AllMyanmar. (2008). Traditional Medicine Myanmar. Retrieved July 22, 2008, from http://www.allmyanmar.com/new%20allmyanmar.com/ Traditional%20Indigenous%20Medicine%20Myanmar%20Burma.htm Amazon. (2008). Empowering Education – Book Cover. Retrieved July 18, 2008, from http://www.amazon.com/Empowering-Education-Critical-Teaching-Social/dp/0226753573 Amazon. (2008). Pedagogy of the Oppressed – Book Cover. Retrieved July 18, 2008, from www.amazon.com/.../dp/book-citations/0826412769 Biz/Ed. (2008). A traditional classroom scene from 1935. Retrieved July 21, 2008, from http://www.bized.co.uk/current/pbl/educator.htm
31. Works Cited (Cont’d) Columbia University. (2008). Photo of Paulo Freire & Ira Shor. Retrieved July 21, 2008, from http://www.columbia.edu/itc/tc/parker/adlearnville/ transformativelearning/freire.html Duncan-Andrade, Jeffrey M.R. & Morrell, Ernest. (2008). The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools. New York: Peter Lang. Flickr. (2008). The Rubbish Tip – IX: Hazardous Child Labour in Brazil (Set). Retrieved July 21, 2008, from http://flickr.com/photos/beija-flor/3828815/ JUME. (2008). Journal of Urban Mathematics Education. Retrieved July 21, 2008, from http://ed-osprey.gsu.edu/ojs/index.php/JUME/index
32. Works Cited (Cont’d) Hardie, Ginna. (2007). Nigeria Dreamin'... Photos of Literacy School, Kano. Retrieved July 21, 2008, from http://ginnahelen.blogspot.com/2007/06/nigeria-dreamin-photos-of-literacy.html IntLawGrrls – Voices on International Law, Policy, Practice. (2007). Photo of a Prison. Retrieved July 21, 2008, from http://intlawgrrls.blogspot. com/2007_08_01_archive.html Kincheloe, Joe L. (2007). Critical Pedagogy in the Twenty-First Century: Evolution for Survival. In Peter McLaren & Joe L. Kincheloe (Eds.), Critical Pedagogy: Where Are We Now? (pp. 9-42). New York: Peter Lang. Kincheloe, Joe. (2008). Critical Pedagogy Primer, 2nd Ed. New York: Peter Lang.
33. Works Cited (Cont’d) Koulopoulos, Tom. (2006). Outsourcing Education Cartoon. Retrieved July 21, 2008, from http://www.theinnovationzone.com/page/2/. Lexidiem. (2006). President Bush visiting the Emma E. Booker Elementary School in Sarasota. Retrieved July 21, 2008, from http://lexidiem.blogspot.com/2006/09/bush-administration-f-for-reading.html LSU College of Education. (2006). Photo of Student & Teacher. Retrieved July 21, 2008, from http://coe.ednet.lsu.edu/coe/highlights/spring_2007/ highland_elementary.html Marcio, Cabral de Moura. (2007). Faculdade de Direito do Recife / Recife Law School. RetrievedJuly 18, 2008, from http://flickr.com/photos/mcdemoura/ 466733184/
34. Works Cited (Cont’d) McElrath, Jessica. (2008). School Desegregation - Central High. Retrieved July 21, 2008, from http://afroamhistory.about.com/od/schoolintegration /ig/School-Integration/Central-High.--47.htm Morrison, Allen. (2006). The Tramways ofRecife, Pernambuco State, Brazil. Retrieved July 18, 2008, from www. tramz.com/br/re/re22n.jpg NPR. (2008). School Children Rioting in Soweto. Retrieved July 21, 2008, from http://www.npr.org/templates/story/story.php?storyId=5489490 Reason Foundation. (2008). A Favela in Rio de Janeiro. Retrieved July 18, 2008, from http://www.faculty.fairfield.edu/faculty/hodgson/ Courses/so11/population/RioFavela.jpg
35. Works Cited (Cont’d) San Diego State University. (2006). Photo of Jobless Men During Great Depression. Retrieved July 21, 2008, from http://theatre.sdsu.edu/html/events/ 2006-2007Season/grapes_of_wrath/dramaturg-grapes.html Shor, Ira. (1992). Empowering Education. Chicago: University of Chicago Press. Stevens, Christy. (2002). Critical Pedagogy on the Web. Retrieved July 18, 2008, from http://mingo.info-science.uiowa.edu/~stevens/critped/page1.htm The Arts & Spirituality Center. (2006). Arts & Spirituality Center Helps Teens at Community Education Partners to Make Connections Between Rap and Poetry. Retrieved July 18, 2008, from http://news.artsandspirituality.org/ index.php?id=78
36. Works Cited (Cont’d) The Paulo & Nita Freire Project for Critical Pedagogy. (2008). Photo of Joe Kincheloe. Retrieved July 21, 2008, from http://freire.education.mcgill.ca/ users/joe-kincheloe University of Western Ontario. (2005). Photo of Henry Giroux. Retrieved July 21, 2008 from, http://www.fedcan.ca/congress2005/programs/5_29.htm Paley, Amit R. (2006). Homework Help, From a World Away. Retrieved July 21, 2008 from, http://www.washingtonpost.com/wp-dyn/content/ article/2006/05/14/AR2006051401139.html Wikipedia. (2008). Map of Brazil. Retrieved July 18, 2008, from http://en. wikipedia.org/wiki/Brazil
37. Works Cited (Cont’d) Winton, Ezra. (2006). Photograph of Paulo Freire. Retrieved July 18, 2008, from http://www.ezrawinton.com/ Zigfeld, Kim. (2007). Photograph of Hitler Youth. Retrieved July 22, 2008, from http://www.publiuspundit.com/2007/08/russias_nashi_youth_cult _on_th.php