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31 Michael Apple, Making Critical Pedagogy instrumental . Ilan Gur-Ze .... 42 Ilan Gur-Ze ev, Diasporic philosophy and counter-education Website see: ...... and magic cure for problems of education today and to sell corporate technologies and.
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2005

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)

7-34

Michael Peters Critical Pedagogy and the Futures of Critical Theory

35-48

Douglas Kellner Toward a Critical Theory of Education

49-69

Peter McLaren Critical Pedagogy in the Age of Terror

70-94

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

95-113

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

114-142

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

143-159

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

Nicholas C. Burbules Dialogue and Critical Pedagogy

193-207

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

208-224

Nigel Tubbs The Philosophy of Critical Pedagogy

226-240

Andreas Gruschka Critical Pedagogy After Adorno

241-260

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

261-279

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

280-288

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

289-299

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

300-316

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

317-328

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

329-340

Subjects Index

345-384

Names Index

385-388

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