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Theorizing Pedagogic Practices in the Contexts of Marketization and of September 11, 2001, and Its Aftermath
Author(s) -
Canaan Joyce E.
Publication year - 2002
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.2002.33.3.368
Subject(s) - marketization , sociology , critical theory , rage (emotion) , space (punctuation) , aggression , sociology of education , social science , pedagogy , epistemology , gender studies , social psychology , political science , psychology , china , law , philosophy , linguistics
Reflecting on a social theory course taught during autumn 2001,1 argue that progressive educators should theorize pedagogic practices in the contexts of the marketizing of higher education and the events of September 11. Such theorizing can demonstrate the limits of marketizing forces and can provide space where critical thought can help create alternatives to both marketizing forces and to the post–September 11 intensification of Third World rage and First World aggression and repression.