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Isolation thermique --- Etanchéité --- Ventilation

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Throughout the world, neoliberalism functions to decouple learning from the most important elements of civic education, transforming education into training and students into consumers. Neoliberalism, Globalization, and Human Capital Learning is an enormously important book that reveals in painstaking detail how neoliberal ideology destroys critical education. But it does much more. It also provides the insights and tools for educators to both overcome the market-based attack on critical education and address schooling as a democratic public sphere and the classroom as a laboratory for the nurturing of critical agency and social responsibility. This dynamic book should stir a public outcry among concerned citizens and educators through out the globe. Henry A.Giroux is the Global TV Network Chair at McMaster University and the author of the more recent America on the Edge and Beyond the Spectacle of Terrorism.

Education --- Democracy. --- Public schools. --- Human capital. --- Citizenship --- Political aspects. --- Study and teaching. --- Human assets --- Human beings --- Human resources --- Capital --- Labor supply --- Common schools --- Grammar schools --- School funds --- Secondary schools --- Schools --- Self-government --- Political science --- Equality --- Representative government and representation --- Republics --- Politics and education --- Economic value --- Curriculum planning. --- Curriculum Studies. --- Philosophy of Education. --- Educational Policy and Politics. --- Professional & Vocational Education. --- Philosophy. --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Democracy --- Human capital --- Public schools --- #SBIB:316.334.1O240 --- #SBIB:316.334.1O340 --- #SBIB:324H60 --- Study and teaching --- Political aspects --- Democratisering van, in en door onderwijs: algemeen --- Onderwijs en sociale verandering, onderwijs en samenleving --- Politieke socialisatie --- Curriculums (Courses of study). --- Education—Curricula. --- Philosophy and social sciences. --- Educational policy. --- Education and state. --- Professional education. --- Vocational education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Social sciences and philosophy --- Social sciences --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Study, Courses of --- Government policy

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A lack of in-depth philosophical analysis has left an unacceptable deficit in the understanding, appreciating and applying of Paulo Freire’s work. This lack of analysis promotes frequent misconceptions and creates superficial practice within education. Indeed, the philosophical assumptions contributing to Freire’s critical pedagogy require significant intellectual effort to identify, unravel, and ultimately evaluate on the basis of their epistemic, moral and pedagogical tenability. This book generates a far richer and yet more accessible understanding of Freire’s theories. It does so because such important ideas, values and attitudes should not suffer from classroom superficiality. Ideas such as banking education, conscientization and humanization are debased when they are reduced to slogans lacking the intellectual support they deserve. In order to understand such terms and their origins more fully, a more in depth examination of Freire’s concepts and their philosophical origins is desperately needed. This accessible book provides teachers, students and others with precisely such an examination of Freire’s ideas on transformative education.

Critical pedagogy. --- Education -- Philosophy. --- Education -- Political aspects. --- Freire, Paulo, 1921-1997. --- Critical pedagogy --- Education --- Social Sciences --- Education, Special Topics --- Popular education --- Public schools. --- Educational change. --- Philosophy. --- Common schools --- Grammar schools --- School funds --- Education. --- Philosophy and social sciences. --- Educational Philosophy. --- Philosophy of Education. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Secondary schools --- Schools --- Critical theory --- Non-formal education --- Community education --- Critical humanism in education --- Radical pedagogy --- Transformative learning --- Freire, Paulo, --- Freire, Paulo

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As we move forward well into the 21st century most citizens around the globe seemingly accept the rudiments of a democratic citizenship. And yet in spite of this broad acceptance, a clear articulation of what democratic citizenship entails remains somewhat elusive. In this book, Hyslop-Margison and Thayer achieve two critically important objectives in response to this problem. First, they successfully articulate the threat to democracy posed by current citizenship education programs that adopt a largely instrumental framework fostering passivity and compliance by protecting the established parameters of neo-liberal social design. Second, they show a way out of this anti-democratic trap by illustrating how critical theory, with its marvelous ability to provide trenchant critiques of capitalism and turn those critiques into concrete political action, provides the ideal pedagogical approach to educate our students effectively as future democratic citizens. The authors critique the conditions of modern democratic citizenship and distinguish a robust, or thick, version of citizenship based on citizen agency and participation in the construction of social reality from contemporary models that undermine citizen engagement. They contend that it is only through critical theory and the political agency it inspires that meaningful democratic change can and must occur. Hence, the role of education in their view is not merely to prepare students for a new economic reality, but to prepare them instead to shape that reality in more progressive and socially just ways. This book eloquently argues that the citizenship mission of schools ought to teach students what is possible rather than simply objectifying them as human capital being prepared for the inevitable impact of the policies determined by others.

Démocratie --- Éducation à la citoyenneté.