Francisco Ibáñez-Carrasco, Erica Meiners, Suzanne DeCastell's Public Acts: Disruptive Readings on Making Curriculum Public PDF

By Francisco Ibáñez-Carrasco, Erica Meiners, Suzanne DeCastell

ISBN-10: 0203337042

ISBN-13: 9780203337042

ISBN-10: 0415948398

ISBN-13: 9780415948395

ISBN-10: 0415948401

ISBN-13: 9780415948401

As this booklet records neighborhood, particular, and contextualized acts of resistance and gives a close research of assorted kinds of public literacies, it services as a template to notify and encourage resistant practices in various groups.

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Extra resources for Public Acts: Disruptive Readings on Making Curriculum Public

Example text

Toronto: University of Toronto Press. Freire, P. 1970. Pedagogy of the oppressed. New York: Continuum. Freire, P. 2000. Pedagogy of the oppressed. Macedo. New York: Continuum. Lessard, H. 1997. Creation stories: Social rights and Canada’s constitution. Wekerle. Toronto: University of Toronto Press. Nhat Hanh, T. 1978. The raft is not the shore. Boston: Beacon Press. Pateman, C. 1992. The patriarchal welfare state. Pringle. : Polity Press. Rimstead, R. 2001. Remnants of nation: On poverty narratives by women.

Peter Centre study, I was confident that we had reported responsibly, but I felt that we also contributed to, once again, making invisible the desire of gay men and other GLBT/queer people. Even within CBR, the practices of making knowledge public continue to be entrenched in traditional academic formats and values, and there is little dignified space to voice the movements of desire, such as one’s concerns about the displacement of queers. In the Pridehouse: An Addiction to Drama Some of this disregard of social science research for the sexuality and sociality of GLBT/queers became evident in one collaborative research project on homelessness among queer and questioning youth in the City of Vancouver conducted in the summer of 2002.

The only real point of entry out of welfare is into this privatized arena where, instead of being a welfare recipient, you now get to manage someone else on welfare. Even the activists who claim to be radical set themselves up as social experts. Everyone wants to be a rock star or an academic. ” They are slogans, in my experience, that hide a process of exclusion, not democracy and inclusion. Since I was turned away from the employment program, which had zero to offer me anyway even if I had been let in, I’ve become someone who is working outside the system to build structures and resources, which has some potential.

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Public Acts: Disruptive Readings on Making Curriculum Public by Francisco Ibáñez-Carrasco, Erica Meiners, Suzanne DeCastell


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