(3.237.97.64) 您好!臺灣時間:2021/03/03 08:10
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:蔡幸芬
論文名稱:Peter McLaren的批判教育學之轉向—重回馬克思主義
論文名稱(外文):The turn of Peter McLaren’s critical pedagogy —return to Marxism
指導教授:蘇永明博士楊忠斌博士
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:200
中文關鍵詞:批判教育學革命性批判教育學馬克思主義資本主義Peter McLaren
外文關鍵詞:critical pedagogyrevolutionary critical pedagogyMarxismCapitalismPeter McLaren
相關次數:
  • 被引用被引用:2
  • 點閱點閱:1239
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:4
國內教育界近幾年興起了探討外國批判教育學議題的熱潮,尤其是美國的批判教育學。以北美Apple、Giroux等人為首的批判教育學主要關心的是文化政治學的問題,但身為北美批判教育學代表人物之一的McLaren近年來則從批判文化政治學的路線,逐漸轉向於政治經濟學的分析,提出了獨具特色的革命性批判教育學之主張,引起學界的重視。本研究旨在探討McLaren批判教育學之轉向,並採取詮釋學分析法,首先論述McLaren生平與思想淵源;緊接著跟隨McLaren對後現代主義路向的質疑,重審後現代;其次探究其對意識型態、資本主義、階級鬥爭、實踐革命之革命性批判教育學主要內涵,最後則對其主張加以評析,並引申其在國內教育上的啟示,提供國內教育理論與實踐之參考。
McLaren在後現代強調尊重多元下,他注意到不是所有的差異都要肯定,階級的差異是要排除的。必須先排除階級差異,其他的差異才能得到肯定。他強調階級的重要性,試圖以馬克思主義作為對抗資本主義的利器。此外,在資本主義全球化的腳步下,教育逐漸受到市場化的影響而走向商品化,甚至學校淪為「商店」,教師成了知識販售者,教師的專業備受挑戰。對此,他提出革命性批判教育學的主張,試圖爲教育開創新的思路。

Recently the domestic education circle rises to discuss the theme of alien critical pedagogy, especially focusing on America critical pedagogy. In North American, the leaders of critical pedagogy are Apple, Giroux, etc. They care about the issues of cultural politics. But McLaren starts to criticize the path of cultural politics lately, and directs to the analysis of political economy. He addressed a specific opinion of revolutionary critical pedagogy which caused educators attention to his theory. This thesis is to investigate the turn of McLaren’s revolutionary critical pedagogy, and adopts the hermeneutic analysis method. First, it expounded McLaren’s early thought of critical pedagogy. Secondly, it described his query about the postmodernism. Thirdly, it discussed the reflection of ideology, capitalism, globalization, class struggle, and main significations of revolutionary critical pedagogy. Finally, it reviewed his standpoint and extended the notice to Taiwan’s education to provide reference materials for domestic educational theory and praxis.
McLaren emphasized to respect the diversity. But he noticed that there is no need to recognize all kinds of differences. The most important thing is to smooth away the social class differences, and then other differences will be recognized. He stressed the importance of the classes, and tried to use Marxism to resist capitalism. Furthermore, capitalism trends to the globalization, and education is affected and gradually becomes so commercialized. Extremely, the schools become stores and the teachers become peddlers of knowledge. The teacher professionalization is challenged. Therefore, he proposed the viewpoint of revolutionary critical pedagogy, and intended to create new thought for education.

第一章 緒論……………………………………………………………………….1
第一節 研究動機與目的…………………………………………………….1
第二節 研究方法與步驟…………………………………………………….8
第三節 研究範圍……………………………………………………………11
第四節 名詞釋義……………………………………………………………13

第二章 Peter McLaren之生平與思想淵源……………………………………...14
第一節 家庭背景……………………………………………………………15
第二節 教師生涯……………………………………………………………18
第三節 重要他人之影響……………………………………………………21

第三章 重審後現代—對後現代主義路向的質疑………………………………28
第一節 後現代取向的批判教育學…………………………………………29
第二節 對多元文化主義的批判……………………………………………34
第三節 發展抗拒的後現代主義……………………………………………46
本章小結………………………………………………………………………55

第四章 回到馬克思—邁向革命性批判教育學……………………………….. 57
第一節 重回馬克思………………………………………………………...58
第二節 對全球化資本主義的批判………………………………………...64
第三節 批判意識的出現—喚醒人性的尊嚴……………………………...84
第四節 階級鬥爭—走向烏托邦…………………………………………...90
第五節 實踐革命—實現社會主義的行動哲學…………………………...98
本章小結…………………………………………………………………….105

第五章 對McLaren的批判教育學之省思與啟示……………………………108
第一節 批判教育學陣營中的定位及轉向………………………………108
第二節 評析McLaren的革命性批判教育學……………………………114
第三節 從批判教育學角度看教師專業…………………………………128
第四節 McLaren的革命性批判教育學對當前教育的啟示…………….136
本章小結……………………………………………………………………148


第六章 結論與建議…………………………………………………………...150
第一節 結論……………………………………………………………...151
第二節 建議……………………………………………………………...155

參考文獻………………………………………………………………………...159

附錄一 國際學術交流—與大師有約系列活動~研究生涯與心得分享座談會~

附錄二 研究者與McLaren之e-amil

513反教育商品化大遊行(2006)。「反教育商品化 要平等受教權」 聲明書。2010年5月21日,取自http://blog.xuite.net/telshl/blog/6168687
方永泉(2006)。批判取向教育哲學的發展、議題及展望。載於李錦旭、王慧蘭 (主編),批判教育學:臺灣的探索,23-57頁。台北市:心理出版社。
方永泉(2008)。知識份子的「反叛主體性」--馬庫色批判哲學中的教師圖像。載於林逢祺、洪仁進(2008)主編。教師哲學:哲學中的教師圖像,231-248頁。台北:五南。
方永泉、杜明慧、王怡婷(2008)。尼采哲學中的教師圖像—從駱駝、獅子到孩童。載於林逢祺、洪仁進(2008)主編。教師哲學:哲學中的教師圖像,169-183頁。台北:五南。
方永泉譯(2003)。P. Freire原著。受壓迫者教育學。台北:巨流。
王希(2000)。多元文化主義的起源、實踐局限性。2004年10月12日,取自: http://www.mgyj.com/american_studies/2000/second/second03.htm
王思迅主編(2002),Robert Audi英文主編。劍橋哲學辭典。台北:貓頭鷹出版。
王慧蘭(2005)。說實話總是有意義的。載於張盈堃等著(2005),誰害怕教育改革?--結構、行動和批判教育學,i-iii頁。台北:洪葉文化事業有限公司。
刑克超譯(2002)。Bourdieu, Pierre著。再生產:一種教育系統理論的要點。北京:商務印刷館。
何穎怡譯(2002),Barley, Nigel著。天真的人類學家之重反多瓦悠蘭。台北:商周出版。
但昭偉(2002)。思辯的教育哲學。台北:師大書苑。
但昭偉、蘇永明主編(2000)。文化‧多元文化與教育。台北:五南。
吳家駟譯(1990)。資本論。馬克思、恩格斯著。台北:時報。
宋文里(1995)。「批判教育學」的問題陳顯,通識教育季刊,2(4),1-15。
宋國誠(1990)。馬克思的人文主義:1844年經濟學哲學手稿新探。台北:桂冠。
李志成譯(2000),Eagleton, T. 著。馬克思。台北:麥田出版。
李奉儒(2003)。從教育改革的批判談教師作為實踐教育正義的能動者。台灣教育社會學研究,3(2),113-150。
李奉儒(2004)。教育哲學:分析的取向。台北:揚智文化。
李奉儒(2008)。弗雷勒哲學中的教師圖像—教師作為文化工作者。載於林逢祺、洪仁進(2008)主編。教師哲學:哲學中的教師圖像,377-392頁。台北:五南。
李錦旭、王慧蘭主編(2006)。批判教育學:台灣的探索。台北:心理出版社。
李錦旭譯(1989)。資本主義美國的學校教育:教育改革與經濟生活的矛盾。台北:桂冠。
谷風出版社編輯部譯(1988),Harry Braveman著。勞動與壟斷資本。台北:谷風。
周珮儀(2001)。追求社會正義的課程理論—H.A. Giroux課程理論之探究,教育研究集刊, 46,1-30。
於亞男(2006)。「骯髒教授」名單吹皺美國式民主。新周刊。2008年5月8日,取自:http://magazine.sina.com.hk/neweekly/223/2006-04-18/01397498.shtml
林素卿、曾雅瑛、薛婷芳、蔡幸芬、游麗蓉、吳崑檳、吳沐馨譯(2009),Oliva著。課程發展。台北:五南。
林逢祺、洪仁進(2008)主編。教師哲學:哲學中的教師圖像。台北:五南。
俄新網(2009/04/15)。金融危機馬克思資本論又受青睞。2009年9月15日取自http://mag.udn.com/mag/world/storypage.jsp?f_MAIN_ID=241&f_SUB_ID=1776&f_ART_ID=189830 (文章來源:俄新網 《資本論》在金融危機中重新受到歡迎)
洪漢鼎(2002)。詮釋學史。台北:桂冠出版。
洪鎌德(2006)。馬克思。台北:東大圖書公司。
洪鎌德編著(1998)。從韋伯看馬克思。台北:揚智。
孫智綺譯(2002),Pierre Bourdieu著。防火牆—抵擋新自由主義的入侵。台北:麥田出版。
孫善豪(2009)。批判與辯證。台北:唐山。
張建成(2004)。從批判教育學到青少年流行文化研究。教育研究月刊,121,14-21。台北:高等教育。
張珍立譯(2009),Fraser著。抽離倫理的肯認政治?載於張珍立譯(2009)。肯認與差異:政治、認同與多元文化,32-60頁。台北:韋伯文化國際出版有限公司
張珍立譯(2009),Pieterse著。混雜,那又怎樣?反混雜的激烈回應與肯認之謎。載於張珍立譯(2009)。肯認與差異:政治、認同與多元文化,306-345頁。台北:韋伯文化國際出版有限公司。
張珍立譯(2009)。肯認與差異:政治、認同與多元文化。台北:韋伯文化國際出版有限公司。
張盈堃(2005)。文憑病:重思追求更高的教育作為階級向上流動的迷思。東吳社會學報,18,1-42。
張盈堃、郭瑞坤(2006)。批判教育學只是個名:關於翻譯政治的討論。載於李錦旭、王慧蘭(主編),批判教育學:臺灣的探索,261-317頁。台北:心理出版社。
張盈堃、彭秉權、蔡宜剛、劉益誠(2004)譯,Kanpol著。批判教育學導論。台北:心理。
張盈堃、蔡瑞君、蔡中蓓、郭瑞坤(2005)。誰害怕教育改革?結構、行動與批判教育學。台北:洪葉。
張盈堃、蔡瑞君譯(2005),McLaren著。批判教育學正位於轉折點上。載於張盈堃等著(2005),誰害怕教育改革?--結構、行動和批判教育學, 437-497頁。台北:洪葉文化事業有限公司。
莊明貞專訪(2004)。H. A. Giroux著(2004)。基進民主與社會正義的導航者。教育 研究月刊,121,120-126。
莊真瑋(2007)。在兩性教育課程中「看到」批判教育學的觀點。載於陳伯璋、張盈堃主編(2007),學校教師的生活世界:批判教育學的在地實踐,307-329頁。台北:師大書苑。
陳伯璋、張盈堃(2007)。行行重行行:我們走在批判教育學的路上。載於陳伯璋、張盈堃主編(2007),學校教師的生活世界:批判教育學的在地實踐,xiii-xix頁。台北:師大書苑。
陳伯璋、張盈堃主編(2007)。學校教師的生活世界:批判教育學的在地實踐。台北:師大書苑。
陳榮華(2011)。高達美詮釋學:《真理與方法》導讀。台北:三民書局。
陳學明(1995)。西方馬克思主義的探索。台北:唐山。
麥克拉倫、周霖(2009)。革命的批判教育學:教師教育項目的解讀劑。東北師大學報,2,142-148。
彭秉權譯(2005),Barry Kanpol著。批判教育學的議題與趨勢。高雄市:麗文文化。
馮朝霖 (2004)。駱駝、獅子與孩童─尼采精神三變說與批判教育學及另類教育學的起源。教育研究月刊,121。台北:高等教育。
黃武雄(1996)。台灣教育的重建—面對當前教育的結構性問題。台北:遠流。
黃耀輝譯(1996)。馬克思。台北:立緒文化。
黃彦文(2006)。Peter McLaren 「革命性的批判教育學」思想及其對課程理論的啟示。國立台北教育大學,課程與教學研究所,碩士論文,未出版。
楊忠斌(2008)。卡西勒哲學中的教師圖像。載於林逢祺、洪仁進(2008)主編。教師哲學:哲學中的教師圖像,185-201頁。台北:五南。
楊洲松(2000)。後現代知識論與教育。臺北:師大書苑。
楊洲松(2008)。李歐塔後現代知識論述之教師圖像及其反省。載於林逢祺、洪仁進(2008)主編。教師哲學:哲學中的教師圖像,281-288頁。台北:五南。
劉繼譯(1990),馬庫塞赫伯特著。單向度的人:發達工業社會意識型態研究。台北:桂冠。
歐用生(1987)。課程與教學—概念、理論與實際。台北:文景出版社。
滕立平譯(1991),Suzi Gablik著。現代主義失敗了嗎?臺北市:遠流。
蔡幸芬(2009a)。Peter McLaren的革命性批判教育學之評析。載於創造力與教育創新國際學術研討會論文集,139-150頁。國立彰化師範大學。
蔡幸芬(2009b)。書評:校園生活—批判教育學導論。通識教育與跨域研究,6,97-98。
蔡幸芬(2010)。從P. McLaren的批判教育學論教育商品化下的教師專業。載於第二屆教育專業發展學術研討會,75-86頁,東海大學教育研究所。
蔡幸芬、黃羿綝、黃俊参 (2007)。從大學生評鑑教師教學看教學評鑑。載於ICTLE 2007 教學卓越國際學術研討會,132-142頁。台北:淡江大學。
蔡錚雲(2006)。另類哲學:現代社會的後現代文化。台北:邊城。
蕭昭君、陳巨擘譯(2003),P., McLaren著。校園生活:批判教育學導論。台北:巨流。
錢克瑋(2007)。Peter McLaren革命性多元文化主義及其對臺灣多元文化教育的啟示。國立中正教育大學,教育研究所,碩士論文,未出版。
錢清泓(2007)。小學校園裡的癲狂囈語?--試探批判教育學與基層教師交會之可能性。載於陳伯璋、張盈堃主編(2007),學校教師的生活世界:批判教育學的在地實踐,125-147。台北:師大書苑。
聯合晚報(2009)。卓越競爭計畫啟動— 歐巴馬重金獎勵教育。聯合晚報:2009.7.25。
簡成熙(2000)。多元文化教育的論證、爭議與實踐:從自由主義與社群主義論起。載於但昭偉、蘇永明主編,文化‧多元文化與教育。
蘇永明(2000)。垂直多元與水平多元的思考模式。載於但昭偉、蘇永明主編,文化‧多元文化與教育。
蘇永明(2008)。傅科在潛在課程與道德修為上的主張。載於林逢祺、洪仁進(2008)主編。教師哲學:哲學中的教師圖像,407-416頁。台北:五南。

Adorno, T. (1995). Negative dialectics, trans. E. B. Ashton .New York: Continuum.
Allman, P. (2001). Critical education against global capitalism: Karl Max revolutionary critical education. Westport, CT: Bergin & Garvey.
Allman, P. (2007). On Marx: An introduction to the revolutionary pedagogy of Karl Marx. Rotterdam, NL: Sense Publishers.
Allman, P. (2010). Critical education against global capitalism: Karl Marx and revolutionary critical education. Sense Publishers.
Allman, P., McLaren, P., & Rikowski, G. (2000). After the box people: the labour-capital relation as class constitution-and its consequences for Marxist educational theory and human resistance. Retrieved May 5, 2010, from http:// www.ieps.org.uk.cwc.net/afterthebox.pdf
Apple, M.(1990). Ideology and curriculum. New York: Routledge.
Apple, M. (1999a). Freire, neo-liberalism and education. Discourse: Studies in the Cultural Politics of Education, 20(1), 5-20.
Apple, M. (1999b). Power, meaning and identity: Essays in critical educational studies. New York: Peter Lang.
Aronowitz, S. & Giroux, H. (1991). Postmodern education. Minneapolis, Minn.: University of Minnesota Press.
Beaud, M. (2000). A history of capitalist: 1500-2000. (T. Dickman & A. Lefebvre, Trans.). New York, NY: Monthly Review Press.
Beck, C. (2004). Postmodernism, pedagogy, and philosophy of education. Retrieved March, 18,2004, from http://www.ed.uiue.edu/EPS/PES-Yearbook/93_docs/BECK.HTM
Berlak, H. (2001). Race and the achievement gap, Rethinking Schools, 15(4), 10-11.
Bhabha, H. (1990). Introduction: Narrating the nation. In Homi K. Bhabha (Ed.), Nation and narration , pp.291-322. London and New York: Routledge.
Bourdieu , P. (1990). The logic of practice. Calif: Stanford University Press.
Bourdieu, P. & Wacquant, J. (1992). An invitation to reflexive sociology. The University of Chicago Press.
Bowles, S. & Gintins, H. (1976). Schooling in capitalist America. London: Routledge and Kegan Paul.
Cole, M., Hill, D., McLaren, P., & Rikowski, G. (2001). Red chalk: on Schooling, capitalism and politics. Northampton, England: The Institute for Education Policy Studies.
DeVitis, J. (1974). Marcuse on education: Social critique and social control. Educational Theory, 24(3), 259-268.
Ebert, T. (1991). Political semiosis in/ of American cultural studies. American Journal of Semiotics, 8, (1), 113-135.
Elias, J., & Merriam, S. (1980). Philosophical foundations of adult education. Malaba Florida: Robert E. Krieger publishing.
Ellison, S. (2009). On the poverty of philosophy: The metaphysics of McLaren's "Revolutionary Critical Pedagogy". Educational Theory, 59(3), 327-351.
Eryaman, M. (2006). Understanding Peter McLaren in the age of global capitalism. International Journal of Progressive Education, 2(3), 1-7.
Foucault, M. (1977). Discipline and punish, trans. A. Sheridan .New York: Pantheon Books.
Freire, P. (1970). Pedagogy of the oppressed. London: Penguin.
Freire, P. (1996a). Letters to Cristina: Reflections on my life and work. New York: Routledge.
Freire, P. (1996b). Pedagogy of the oppressed, trans. M. Bergman Ramos .New York: Continuum.
Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach. Oxford: Westview.
Friedman, J. (1997). Global crises, the struggle for cultural identity and intellectual porkbarrelling: Cosmopolitans versus locals, ethnics and national in an era of de-hegemonisation. In Werbner, P. and Modood, T. (Eds). Debating cultural hybridity, pp.70-89 . London: Zed.
Gabbard, D. (2006).Peter McLaren & the 3 r’s: Reflection, resistance and revolution. International Journal of Progressive Education, 2( 3), 97-105.
Gates, J. (1991). Goodbye, Columbus? Notes on the culture of Criticism. American Literary History , 3, 711-727.
Giroux, H. (1988). Teachers as intellectuals: toward a critical pedagogy of learning. South Hadley, Mass.: Bergin & Garvey.
Giroux, H. (1991). Postmodernism, feminism and cultural politics. Albany, NY: State University of New York.
Giroux, H. (1992). Border crossings; Cultural workers and the politics of education. New York: Routledge, Chapman & Hall.
Giroux, H. & McLaren, P. (1994). Between borders: Pedagogy and politics in cultural studies. New York: Routledge.
Giroux, H. & McLaren, P. (1995). Radical pedagogy as a cultural politics: Beyond the discourse of critique and anti- utopianism. In McLaren, P. Critical pedagogy and predatory culture: Oppositional politics in a postmodern era , 29-57. New York: Routledge.
Giroux, H. & McLaren, P. (Eds.).(1989). Critical pedagogy, the state, and culture struggle. Albany, NY: State University of New York Press.
Gutierrez, K. & McLaren, P. (1995). Pedagogies of dissent and transformation: A dialogue about postmodernity, social context, and the politics of literacy. In Critical Multiculturalism: Uncommon Voices in a Common Struggle, 125-148.
H.-F. Tsai & C.-P. Yang. (2010a). A Discussion on Teacher Professionalization in Commercialized Education with Peter McLaren’s Position on Critical Pedagogy. 2010 International Conference on Education Technology and Computer (ICETC 2010). 2010. IEEE. V3.pp.278-280. ISBN: 978-1-4244-6368-8
H.-F. Tsai & C.-P. Yang. (2010b). A Survey of Taiwan’s Education from Peter McLaren’s Criticism of Global Capitalism. 2010 International Conference on e-Education, e-Business, e-Management and e-Learning. 2010 IEEE.pp.288-290. ISBN: 978-0-7695-3948-5/10.
H.-F. Tsai & C.-P. Yang. (2011a). Critical Pedagogy of Peter McLaren: Beyond the Postmodernism viewpoint. 2011 Second International Conference on Education and Sports Education.(ESE2011).pp.499-502.ISBN: 978-988-18242-9-5.
H.-F. Tsai & C.-P. Yang. (2011b). Peter McLaren’s Standpoints on Marxism with Application in Information Age. Springer-Verlang Heidelberg 2011. CSEE 2011, part IV, 2011. CCIS217, pp.371-375.
Hill, Dave, McLaren, Peter, Cole, Mike and Rikowski, Glenn (Eds.)(2002). Marxism against postmodernism in educational theory. New York: Lexington Books.
Hochschild, A. (2003). The managed heart: The commercialization of human feeling. Berkeley, CA: University of California Press.
Kanpol, B. (1992). Towards a theory and practice of teacher cultural politics: Continuing the postmodern debate. Norwood, NJ: Ablex.
Kincheloe, J. & McLaren, P. (1994). Rethinking critical theory and qualitative research. In Handbook of qualitative research, edited by N. Denzin & Y. Lincoln, pp.138-157. Thousand Oaks, CA: Sage.
Kohn, A. (2000). The case against standardized testing. Portsmouth, NH: Heinemann..
Lash, S. (1990). Learning from Leipzig…or Politics in the semiotic society. Theory, Culture, and Society, 7 (4) ,145-58.
Leban, P.& McLaren, P. (2010). Revolutionary critical pedagogy: The struggle against the oppression of neoliberalism—A conversation with Peter McLaren.In Revolutionizing pedagogy: Education for social justice within and beyond global Neo-Liberalism , pp.87-162 . Palgrave Macmillan.
Lissovoy, N. & McLaren, P. (2003). Educational ‘accountability’ and the violence of capital: a Marxian reading. J. Education policy, 18(2), 131-143.
Luke, C. (1992). Feminist politics in radical pedagogy. In C. Luke & J.Core (Eds.). Feminisms and critical pedagogy .(pp.25-53). New York: Routledge.
Lyotard, J. (1984). The postmodern condition: a Report on knowledge. Minneapolis: University of Minnesota Press.
Mannheim, K. (1936).Ideology and utopia. New York: Harcourt, Brace and Company.
McLaren, P. (1986). Schooling as a ritual performance: Toward a political economy of educational symbols and gestures. London: Rountledge & Kegan Paul.
McLaren, P. (1989). Life in schools. New York: Longman.
McLaren, P. (1991). Critical Pedagogy, multiculturalism, and the politics of risk and resistance: A response to Kelly and Portelli. Journal of Education, 173(3), 29-31.
McLaren, P. (1994). Multiculturalism and the post-modern critique: Toward a Pedagogy of resistance and transformation. In H. Giroux & P. McLaren (Eds.), Between borders: Pedagogy and the politics of cultural studies, pp.192-222. New York: Routledge.
McLaren, P. (1995a). White terror and oppositional agency: Towards a critical multiculturalism. In C.E. Sleeter and P. McLaren (Eds.), Multicultural Education, Critical Pedagogy, and the Political of Difference , pp.33-70. New York: SUNY.
McLaren, P. (1995b). Critical pedagogy and predatoty culture. London: Routledge.
McLaren, P. (1995c). Collisions with otherness: “Traveling” theory, postcolonial criticism, and the politics of ethnographic practice- the mission of the wounded ethnographer. In P. McLaren and J.Giarelli (Eds.), Critical theory and educational research , pp. 271-300. Albany: State University of New York Press.
McLaren, P. (1997). Revolutionary multiculturalism: Pedagogies of dissent for the newmillenium. Boulder, Colo: Westview Press.
McLaren, P. (2000). The man with the gray beard. In P. McLaren (Ed.), Che Guevara, Paulo Freire and the pedagogy of revolution, pp.139-178. Lanham, Md.: Rowman & Littlefield Publishing.
McLaren, P. (2001). Che Guevara, Paulo Freire, and the politics of hope: Reclaiming critical pedagogy. Cultural Studies Critical Methodologies, 1 (1),108-131.
McLaren, P. (2005a) Capitalists & conquerors: a critical pedagogy against empire. Oxford: Rowman & Littlefield Publishers, Inc.
McLaren, P. (2005b). Red Seminars. Cresskill, NJ: Hampton.
McLaren, P. (Ed.) (2006a) Rage + hope : interviews with Peter McLaren on war imperialism, +critical pedagogy. New York: Peter Lang.
McLaren, P. (2006b). Fire and Dust. International Journal of Progressive Education, 1(3), 34-57.
McLaren, P. (2007a).Peter McLaren’s Bio. Retrieved September, 06,2007, from: http://www.gseis.ucla.edu/faculty/pages/mclaren/
McLaren, P. (2007b).Critical pedagogy, multiculturalism, and the political of resistance. Retrieved December, 11,2007, from: http://www.gseis.ucla.edu/faculty/pages/mclaren/
McLaren, P. (2007c). Life in schools (5th): An introduction to critical pedagogy in the foundations of education. Boston: Pearson Education Inc.
McLaren, P. (2007d). The future of the past: reflections on the present state of empire and pedagogy. Critical pedagogy: Where are we now? pp.289-314. New York: Peter Lang Publishing, Inc.
McLaren, P. (2009). This fist called my heart—Public pedagogy in the belly of the beast. In Brian, D., Handbook of Public Pedagogy: Education and Learning Beyond Schooling, pp.564-576. New York: Routledge.
McLaren, P. (2010a). Challenging imperial capital and the struggle for critical consciousness. In Allman, P., Critical Education Against Global Capitalism: Karl Marx and Revolutionary Critical Education, pp.xvii-xxvii. Sense Publishers.
McLaren, P. (2010b). Peter McLaren—From Wikipedia, the free encyclopedia. Retrieved March, 01,2007, from:http://en.wikipedia.org/wiki/Peter_McLaren
McLaren, P. (2011a). Education and the unchained class struggle in the crisis of global capitalism.The speech of International Conference on Higher Education Management, on Dec,24. 2011, In National Taichung University of Education.pp.1-45.
McLaren, P. (2011b). Revolutionary Critical Pedagogy for a Socialist Society: A Manifesto. from the letter of e-mail with McLaren, on Dec,17. 2011. pp.1-10
McLaren, P. (2011c). We don’t have an immigration problem, we have a capitalism problem. Retrieved May,26,2011, from: http://gseis.ucla.edu/faculty/pages/mclaren/body4.html
McLaren , P. & Rikowski, G. ( 2001). Pedagogy for revolution against education for capital: An E-dialogue on education in capitalism today. Cultural Logic, ISSN 1097-3087, 4(1), pp.1-59. Retrieved December, 21,2010, from: http://clogic.eserver.org/4-1/mclaren%26rikowski.html
McLaren, P. & Farahmandpur, R. (2000) .Reconsidering Marx in Post-Marxist Times: A requiem for postmodernism? Educational Researcher, 29(3), 25-33.
McLaren, P. & Farahmandpur, R. (2001).Teaching against globalization and the new imperialism: Toward a revolutionary pedagogy. Journal of Teacher Education, 52(2), 136-150.
McLaren, P. & Farahmandpur, R.(2004). Teaching against global capitalism and the new imperialism: A critical pedagogy. Lanham, Maryland: Rowman and Littlefield.
McLaren, P. & Giarelli, J. (1995). Introduction: Critical theory and education research. Critical theory and educational research, pp.1-22. Albany: State University of New York Press.
McLaren, P. & Gutierrez, K. (1997). Global politics and local antagonisms: research and practice as dissent and possibility. Revolutionary multiculturalism: Pedagogies of dissent for the new millennium. United States of America: Westview Press.
McLaren, P. & Houston, D. (2004). Revolutionary ecologies: Ecosocialism and critical pedagogy. Educational Studies, 27-45.
McLaren, P. & Jaramillo, N. (2007). Pedagogy and praixs in the age of empire: towards a new humanism. Sense Publishers.
McLaren, P. & Leonard, P. (1993). (Eds.). Paulo Freire: A critical encounter. New York: Routledge.
McMurtry, J. (2001). Value wars: The global market versus life economy. Toronto, ON: Garamond.
McNeil, L. (2000). Contradictions of school reform: educational costs of standardized testing. New York: Routledge.
Niemark, M. (1999). If it’s so important, why won’t they pay for it? Public higher education at the turn of the century. Monthly Review, 51(5), 20-31.
Noddings, N. (2002). Educating moral people: a caring alternative to character education. Teachers College Press.
Ozmon, H. & Craver, S.(2003). Philosophical foundations of education. Upper Saddle River, N. J.: Merrill Prentice Hall.
Pozo, M. (2006). Towards a critical revolutionary pedagogy, In Rage and hope: interviews with Peter McLaren on war, imperialism, and critical pedagogy, Peter McLaren (Ed.) , pp.11-38. New York: Peter Lang Publishing.
Richard, K.(2003). Paulo Freire and Eco-Justice: Updating pedagogy of the oppressed for the age of ecological calamity. http://getvegan.com/ecofreire.htm http://www. paulofreireinstitute.org/freireonline/volumel/lkahnl.html (accessed Novemher 12, 2003).
Rikowski, G. (1996). Left Alone: end time for Marxist educational theory? British Journal of Sociology of Education, 17(4), 415-451.
Rikowski, G. (2003). Alien life: Marx and the future of the human. Historical Materialism, 11(2), 121-164.
Sleeter, C. & McLaren, P. (1995). Multicultural education, critical pedagogy, and the politics of difference. Albany, NY: State University of New York Press.
Smith, D. (2009). Critical notice: Engaging Peter McLaren and the new Marxism in education. Interchange,40(1), 93-117.
Taubman, P. (2000). Teaching without hope: What is really at stake in the standards movement, high stakes testing, and the drive for “practical reforms.” Journal of Curriculum Theorizing, Fall, 19-33.
Taylor, C. (1994). The politics of recognition. In Charles Taylor, Multiculturalism: Examing the politics of recognition, ed. Amy Gutman. Princeton, NJ: Princeton University Press.
Thompson, D. (Ed.). (1995). The concise Oxford dictionary of current English (9th ed.). Oxford, UK: Clarendon Press.
Valerie, S. & McLaren, P. ( 2003). The strategic gentrality of glass in the politics of “Race and Difference.” Cultural Studies/Critical Methodologies, 3,148-175.
Wakefield, P. W. (2001). Class in the classroom: Engaging hidden identities. Metaphilosophy, 32(4), 427-447.
Williams, B. (1993). The impact of the precepts of nationalism on the concept of culture: Making grasshoppers of naked apes. Cultural Critique, 24, 143-191.
Willis, P. (1981). Learning to labour. New York, NY: Columbia University Press.
Zavarzadeh, M. & Morton, D.(1991).Theory,(Post)Modernity,Opposition. Washington, D.C.: Maisonneuve.

連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔