Revolution Lullabye

June 10, 2009

Giroux, Ideology, Culture, and the Process of Schooling

Giroux, Henry A. Ideology, Culture, and the Process of Schooling. Philadelphia: Temple UP, 1981.

In this collection of essays, Giroux advances his neo-Marxist theory of American education, which is situated as a sort of meso-level, between a micro-level theory of Freirian liberatory pedagogy that places potential change in the hands of individuals and a macro-level theory along the lines of Bourdieu that shows that change is impossible because of inscribed institutional relationships and politics. Giroux rejects one-sided determinism, arguing that schools themselves are sites of action and structure, sites where people negotiate contradictions and forge identities through actions and the effects of actions (curriculum, textbooks, spatial structures, etc.) Giroux calls on educators to take action, not just critique, and reconstruct their schools. His theory is not a student-centered theory of individual education like Freire – it is a call for reflective praxis for educators.

Quotable Quotes

“The entirety of the educational process will have to be analyzed for its normative and ideological meanings. Curriculum, teaching methods, forms of evaluation, textbooks, school organization, and the organization of teachers will have to be seen as componets of the educational process, shaped by the latter’s dialectical role as a representation of a vital human need and as a class-based instrument of the established power structure” (79)

“Schools are social sites whose particularity is characterized by an ongoing struggle between hegemonic and counter-hegemonic forces” (15).

his is a “radical pedagogy that connects critical theory with the need for social action in the interest of both individual freedom and social reconstruction” (8).

Notable Notes

investigate the hidden curriculum (75)

people can be critically conscious but cannot not, ultimately, escape objective and subjective realities, cultures, ideologies, and histories

radical pedagogy teaches an integration (an investigation) into ideology, hegemony, and culture – both the daily, individual material practices of these and macro relationships and power structures in society….have students think across these two levels

three modes of American educational scholarship (that he sees are problematic): 1. technocratic rationality (scientific, managerial, ahistorical) 2. interpretative rationality (how people use language to make meaning, rejecting positivism, embrace subjectivity and individuality, divorced from institutions) 3. reproductive rationality (institutions shaping society, one-sided determinism)



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