A Conflict of Paradigms

A Conflict of Paradigms : Social Epistemology and the Collapse of Literary Education

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In this combined examination of the history, theories, and practices in the teaching of English, the author presents compelling insight and practical solutions to the crisis in English education and the conflict among critical theories, radical pedagogy, classroom practice, epistemics, the pressure to vocationalize the curriculum, and the corporatization of institutes of learning.
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Product details

  • Paperback | 186 pages
  • 152.4 x 223.52 x 15.24mm | 272.15g
  • Lexington Books
  • Lanham, MD, United States
  • English
  • 0739117564
  • 9780739117569

About Rebecca K. Webb

Dr. Rebecca Webb is an instructor of English at College of San Mateo.
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Review quote

For the past two decades, social epistemology has made the case at both a theoretical and a practical level that knowledge is constitutively social. However, this message has been mostly aimed at the natural sciences. Rebecca Webb has decisively broadened the field's horizons by bringing social epistemology into the heartland of humanistic education, enhancing it with her distinctive brand of critical pedagogy. Readers will be especially gratified by the sensitive intermingling of more general theoretical discussions with careful treatments of sample student papers from Webb's own classes. -- Steve Fuller, Auguste Comte Chair in Social Epistemology, University of Warwick, author of The Intellectual
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Table of contents

Chapter 1 Social Epistemology and English Studies Education Chapter 2 Institutionalized Romantic Humanism and the Modern Student of Literature Chapter 3 From Romantic Humanist to Postmodern PedagogyHow the Alien Becomes Normative in Contemporary Education Chapter 4 Postmodern Identity Politics vs. the Romanticized Autonomous Student Chapter 5 Postmodern Pedagogy vs. the Vocationalization of Education Chapter 6 Critical Theory, Pedagogy and the Postmodern Student of English: Dialogic Critical Pedagogy as Intervention and Liberation Chapter 7 Taking a Dialogic Critical Pedagogy into the ClassroomStory of an Evolving Pedagogy Chapter 8 Conclusion
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