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  Utopian pedagogy : radical experiments against neoliberal globalization

Other(s) author(s) : Coté, Mark, [editore] ; Day, Richard J. F, [editore] ; Peuter, Greig de, [editore] ; University of Toronto PressLanguage : EnglishToronto [etc.] : University of Toronto Press, copyright 2007Vii + 357 orrialde : zuri-beltzeko irudiak ; 23 cm(Ikus) Testua: bitartekorik gabeSeries : Cultural spaces (University of Toronto)ISBN : 978-0-8020-8923-6 ; 978-0-8020-8675-4 ; 0-8020-8923-2 ; 8020-8675-6.Critical pedagogy | Anti-globalization movements | Universities and collegesCritique | Summary | Fragment
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Ikasi
Current location Collection Call number Status Date due Barcode
Tabakalera-Ubik
Orokorra / General
Tabakalera 13 UTO (Browse shelf) Available 661762

Testuak: Mark Coté, Richard J.F. Day, Greig de Peuter, Nick Dyer-Witheford, Ian Angus, Mark Edelman Boren, Jerry Zaslove, Stuart Hall, Franco Berardi (Bifo), Mariarosa dalla Costa, Guido Borio, Francesca Poxxi, Gigi Roggero, Brian W. Alleyne, Shveta Sarda, Carlos Alberto Torres, Allan Antliff, Richard Toews, Kelly Harris-Martin, Imran Munir, Sarita Srivastava, Michael Albert, Nick Dyer-Witheford.

Liburuan:
"Utopian Pedagogy" is a critical exploration of educational struggles within and against neoliberalism. Editors Mark Coté, Richard J.F. Day, and Greig de Peuter, along with a number of innovative voices from a variety of different academic fields and political movements, examine three key themes: the university as a contested institution, the role of the politically engaged intellectual, and experiments in alternative education. The collection contributes to the debates on the neoliberal transformation of higher education, and to the diffusion of social movements that insist it is possible to create workable alternatives to the current world order.
This critical examination of the educational dimension of social and political struggles is presented by both professional academics and activists, many of whom are directly involved in the very experiments they discuss. Rescuing and revaluing the concept of utopia, the editors and their international contributors propose that utopian theory and practice acquire a new relevance in light of the hyper-inclusive logic of neoliberalism. "Utopian Pedagogy" is a challenge to the developing world order that will stimulate debate in the fields of education and beyond, and encourage the development of socially sustainable alternatives.

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