Wednesday, May 27, 2009

Wednesday, May 20, 2009

What counts as being "educated"?

Consider this article from The Atlantic.

And now the author has published this in book form, Lost in the Meritocracy.

Also consider "The Truth about Harvard"

Grain of Sand, resources

Books by Eduardo Galeano

Comparing public and private schools, from the US Department of Education.

Tuesday, May 19, 2009

To Consider. . .

Is there an educational crisis?

What do you know/think about the "achievement gap"?

Can we truly measure a "reading level"?

Look at this effort to reform schools: Extra time in Miami

Books of interest related to "Hard Time":

A Hope in the Unseen

Savage Inequalities

Tuesday, May 12, 2009

Critical Pedagogy and Critical Theory

This work by Joe Kincheloe may help you frame the concepts of "critical pedagogy" and "critical theory" better, but the discussion is not easy reading. I do think it is worth your time; feel free to ask about anything you read here:

"Critical Theory and the Moral Dimension: Emancipation, Complexity and Power" by Joe. L. Kincheloe
(download the Word .doc at the link below the title)

If you would rather watch/listen than read. . .a wonderful video of Joe Kincheloe is available in which he discusses critical pedagogy. Sadly, Joe passed away in December of 2008 far too soon. . .

Many more available documents at the Critical Pedagogy Reading Room offered at The Freire Project.

See work by Henry Giroux grounded in critical pedagogy:

Youth in a Suspect Society

Militarized Conservatism and the End(s) of Higher Education


The Knowledge Factory, Stanley Aronowitz

Why the Unites StatesIs Destroying Its Education System, Chris Hedges
Why the United States Is Destroying Its Education System
Why the United States Is Destroying Its Education System

Traditional v. Progressive Education (Kappan)

This article from Phi Delta Kappan may help you understand the tension between traditional and progressive views of schooling: "Taproots for a new Century: Tapping the Best of Traditional and Progressive Education" (Phi Delta Kappan, 84 (5), 344-349, January 2003).

Overview of the Development of Documnetaries (Henderson)

EDU-115: The Reel World: The Depiction of Schools on Film

Overview of the Development of Documentaries

Documentary: A purposeful, accurate arrangement of existing and/or selected images (which usually includes vocal commentary and/or music) to provide information and a point of view about a particular subject. Some questions to keep in mind:

1. Can we study documentaries strictly as an aesthetic medium?
2. What is the difference between a documentary and a home movie?
3. Do we have to know the social/political context of the time in order to understand documentaries?
4. What is the difference between a documentary and a film based on “actual” events?
5. Can documentaries stage “real” events?
6. Does the documentary filmmaker have any ethical responsibilities?
7. Has the technology democratized documentary filmmaking?

Brief Time Line:

1827: Joseph Nicéphore Niépce (1765-1833) produced the world’s first permanent photograph.
1839: Louis-Jacques-Mandé Daguerre (1787-1851) announced the latest perfection of the Daguerreotype. Images are “captured.”
1888: Mr. Edison and his new “instrument” (1888).

“Actualities”: Real things in real places:

• Ethnographies (daily life)
• Scenic Views
• Travelogues
• Newsreels
• Propaganda (the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person—not necessarily accurate)


Blacksmith scene (1893)
Sioux Ghost Dance (1894)
Seminar Girls (1897)
Waterfall in the Catskills (1898)
Black Diamond Express (1896)
Arrest in Chinatown (1897)
Images from the Spanish-American War:
U.S. Calvary Supplied Uploading at Tampa, Florida (1898)
Shooting Captured Insurgents (1899)

Websites: (National Park Service website on Edison) (Library of Congress’s American Memory website on Edison’s films) (Library of Congress’s American Memory website, “The Spanish-American War in Motion Pictures”)