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Critical Pedagogy in the Age of Terror. 70-94. Michael W. Apple. Making Critical Pedagogy Strategic on Doing Critical Educational. Work in Conservative Times.
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Editorial Board: Deborah Golden, Rachel Hertz- Lazarowitz, Michael Katz, Ofra Mayseless, Lily Orland-Barak Front cover: Yosl Bergner  Jaffa Pleasure Boats 2003

Published by the Faculty of Education, University of Haifa, Haifa 31905, Israel Address: Iyyunim Bachinuch (Studies in Education) Faculty of Education, University of Haifa, Haifa 31905, Israel

Contents Ilan Gur-Zeev Critical Theory, Critical Pedagogy and Diaspora today: Toward a New Critical Language in Education (introduction)


Michael Peters Critical Pedagogy and the Futures of Critical Theory


Douglas Kellner Toward a Critical Theory of Education


Peter McLaren Critical Pedagogy in the Age of Terror


Michael W. Apple Making Critical Pedagogy Strategic  on Doing Critical Educational Work in Conservative Times


Elizabeth E. Heilman Escaping the Bind Between Utopia and Dystopia  Eutopic Critical Pedagogy of Identity and Embodied Practice


Gert Biesta What can Critical Pedagogy Learn From Postmodernism?  Further Reflections on the Impossible Future of Critical Pedagogy


Ilan Gur-Zeev Beyond Postmodern Feminist Critical Pedagogy  Toward a Diasporic Philosophy of Counter-Education 160-192

Nicholas C. Burbules Dialogue and Critical Pedagogy


Jan Masschelein and Norbert Ricken Bildung and the Problems of Critique  Some Reflections on the Relations Between Bildung and Power


Nigel Tubbs The Philosophy of Critical Pedagogy


Andreas Gruschka Critical Pedagogy After Adorno


Olli-Pekka Moissio Max Horkheimer on the Mimetic Element in Education


Bruno Pucci and Newton de-Ollivera Catharsis from the Greeks to Culture Industry


James D. Marshall Michel Foucault  From Critical Theory to Critical Pedagogy


Mark Mason Critical Theory and Critical Pedagogy After Postmodernism  From the South African Experience, a Defense of Reason and Rationality


Eduardo M. Duarte Learning as Freedom  the Letting be of Learning Together


Anat Rimon-Or Power-Relations and Liberation  Critical Pedagogy Beyond Freire and Giroux


Subjects Index


Names Index


Critical Theory, Critical Pedagogy and Diaspora Today: Toward a New Critical Language in Education (introduction) Ilan Gur-Zeev

Critical Pedagogy faces today a very strange situation. While being positioned in a seemingly comfortable position and warmly received by so many liberals, post-colonialists, multiculturalists, postmodernists, and feminists (to name only few of the long list of its adorers), it is being domesticated, appeased, or even castrated by the present order of things. It became too successful, under different titles, while under the flag of Critical Pedagogy it became domesticated, disoriented, or dogmatized. As many of the authors of this collection have noted, today it has become difficult to speak of Critical Pedagogy; it is quite ambitious even to articulate the essential elements common to the various and conflicting pedagogies that propagate themselves under the banner of Critical Pedagogy. Critical Pedagogy was constituted on the central concepts of Critical Theory and on the material, social, and cultural conditions that enabled the critical Utopia. It was part of a rich Western tradition, not just a sign of a dramatic crisis in modern thought and reality. If in classical times the whole was conceived as prior to the parts, and harmony preceded differences and otherness, the imperial Roman era already acknowledged the turn away