LEADER 00000cam a2201069 a 4500 
001    ocm13859747  
003    OCoLC 
005    20200724045108.0 
008    860624s1987    mau      b    001 0 eng   
010       86017184 
015    GB8625075|2bnb 
016 7  007772987|2Uk 
019    14243525|a59099042|a717462647|a1039015579 
020    089789104X 
020    9780897891042 
020    0897891058|q(pbk.) 
020    9780897891059|q(pbk.) 
020    0333439333 
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020    0333439325 
020    9780333439326 
035    (OCoLC)13859747|z(OCoLC)14243525|z(OCoLC)59099042
       |z(OCoLC)717462647|z(OCoLC)1039015579 
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043    n-us--- 
049    STJJ 
050 00 LB41|b.S554 1987 
072  7 s1pe|2rero 
072  7 s2ss|2rero 
082 00 370/.973|219 
084    81.00|2bcl 
084    DD 6455|2rvk 
084    81.40|2bcl 
084    DF 4002|2rvk 
084    370.973|222 
100 1  Shor, Ira,|d1945- 
245 12 A pedagogy for liberation :|bdialogues on transforming 
       education /|cIra Shor & Paulo Freire. 
260    South Hadley, Mass. :|bBergin & Garvey Publishers,|c1987. 
300    ix, 203 pages ;|c24 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
504    Includes bibliographical references (pages 189-192) and 
       index. 
505 0  Introduction: the dream of liberating education: A 
       'talking book': a dialogue on dialogue ; Rigor and 
       motivation in a liberating course ; Modeling a critical 
       theory of knowing ; Remaking knowledge and power: the 
       politics of reading ; The myth of value-free learning -- 
       How can teachers become liberating educators?: Reinventing
       ourselves: challenging tradition and mass culture ; 
       Traveling without maps: a trip towards liberating 
       education ; Student responses: resistance and support ; 
       Changing through experience: teachers learn with and from 
       students ; Liberating methods reveal dominant ideology ; 
       Other places: education in movements and communities ; 
       Being critical of the system while teaching inside it: 
       lecture versus discussion formats ; Teacher-talk versus 
       dialogue, domination versus illumination ; Knowing is not 
       eating facts: dialogue and subject matter -- What are the 
       fears and risks of transformation?: Fear and risk: the 
       results of dreaming inside history ; What fear can teach 
       us: limits and lessons ; Acting in spite of fear ; The 
       fear of student resistance. 
505 0  Is there structure and rigor in liberating education?: 
       Structure against structure: liberating classrooms 
       transform traditional authority ; Creative rigor: 
       democratic and directed ; Rigor is depth and change: 
       understanding versus memorizing ; Freedom and limits in a 
       liberating classroom ; Together, but not equal: teacher-
       student differences -- What is the dialogical method?: 
       Liberating discourse: dialogue transforms communication ; 
       Participatory learning: dialogue and 'situated pedagogy' ;
       Starting with reality to overcome it ; Empowerment is a 
       social act ; Class and empowerment ; The teacher as artist
       -- Do first-world students need liberating?: Defining a 
       'culture of silence' ; A 'culture of sabotage' ; 
       Transforming silence and sabotage: the limits of education
       ; Beyond the limits of education ; Reading and resistance:
       school-words versus reality. 
505 0  How can liberating educators overcome language differences
       with the students?: Researching student language: the 
       idiom and starting points for dialogue ; Social class and 
       classroom discourse: abstract versus concrete speech ; 
       Conceptual versus metaphoric language: transforming the 
       academic idiom ; Making the process go: the teacher's 
       directive responsibility ; The 'inductive moment' in 
       critical discourse ; Humor in dialogue ; Facing racism and
       sexism in a dialogic class -- The dream of social 
       transformation: how do we begin?: Starting out: the ethics
       of transforming consciousness ; The right to challenge 
       inequality and domination ; Opening the dialogue: 
       invitation, not manipulation ; A practical agenda for day 
       one ; Imagination in dialogue: making the future possible 
       -- Selected bibliography: resources for transformation. 
520 0  "Highly recommended. ... Written in a rather interesting 
       manner--primarily as a conversation--this book serves 
       nicely as an informal yet rigorous treatment of critical 
       pedagogy. There is a satisfactory blend of theoretical 
       investigation and practical personal anecdote." Choice. 
650  0 Education|xAims and objectives|zUnited States. 
650  0 Teaching. 
650  0 Discussion. 
650  0 Dialogues. 
650  7 Dialogues.|2fast|0(OCoLC)fst00892505 
650  7 Discussion.|2fast|0(OCoLC)fst00895143 
650  7 Education|xAims and objectives.|2fast|0(OCoLC)fst00902507 
650  7 Teaching.|2fast|0(OCoLC)fst01144565 
650  7 Erziehungsphilosophie|2gnd|0(DE-588)4070955-3 
650  7 Nichtautoritäre Erziehung|2gnd|0(DE-588)4171711-9 
650  7 Pädagogik|2gnd|0(DE-588)4044302-4 
650  7 éducation|zEtats-Unis|ventretien.|2rero 
650 17 Onderwijsvernieuwing.|2gtt 
651  7 United States.|2fast|0(OCoLC)fst01204155 
651  7 United States|2gnd|0(DE-588)4078704-7 
651  7 United States.|2swd 
653    Education - Sociological perspectives 
700 1  Freire, Paulo,|d1921-1997. 
776 08 |iOnline version:|aShor, Ira, 1945-|tPedagogy for 
       liberation.|dSouth Hadley, Mass. : Bergin & Garvey 
       Publishers, 1987|w(OCoLC)566232719 
856 42 |3Contributor biographical information|uhttp://
       catdir.loc.gov/catdir/enhancements/fy1510/86017184-b.html 
856 42 |3The James Hosmer Penniman Book Fund Home Page|uhttp://
       hdl.library.upenn.edu/1017.12/366263 
994    C0|bSTJ