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The book problematizes the issue of whiteness, for instance, as not being the opposite of blackness or «person-of-colorness», but rather a meta-description for our dominant culture. Issues are also addressed that are usually left out of the discussion about diversity and multiculturalism: this reader includes essays on physical diversity, geographic diversity, and difference in sexualities. 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Bringing together contributing authors from around the globe, chapters provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating common philosophical and social themes. Chapters are organised across three volumes and twelve core thematic sections:   Part 1: Social Theories of Critical Pedagogy    Part 2: Seminal Figures in Critical Pedagogy    Part 3: Transnational Perspectives and Critical Pedagogy   Part 4: Indigenous Perspectives and Critical Pedagogy   Part 5: On Education    Part 6: In Classrooms    Part 7: Critical Community Praxis   Part 8: Reading Critical Pedagogy, Reading Paulo Freire     Part 9: Communication, Media and Popular Culture    Part 10: Arts and Aesthetics   Part 11: Critical Youth Pedagogies    Part 12: Technoscience, Ecology and Wellness     The SAGE Handbook of Critical Pedagogies is  an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":50163323273489,"sku":"NGR9781526411488","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1526411482.jpg?v=1750861688"},{"product_id":"de-testing-and-de-grading-schools-book-joe-bower-9781433130588","title":"de-testing and de-grading schools","description":"A century of education and education reform, along with more than three decades of high-stakes testing and accountability, reveals a disturbing paradox: education has a steadfast commitment to testing and grading. This commitment persists despite ample research, theory, and philosophy revealing the corrosive consequences of both testing and grading in an education system designed to support human agency and democratic principles. This revised edited volume brings together a collection of updated and new essays that confronts the failure of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children. The chapters fall under two broad sections. Part I, Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education, includes essays on the historical, theoretical, and philosophical arguments against testing and grading. 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