Encyclopedia of Educational Philosophy and Theory

Living Edition
| Editors: Michael A. Peters

Collective Praxis: A Theoretical Vision

Living reference work entry
First Online:
Received:
Accepted:
DOI: https://doi.org/10.1007/978-981-287-532-7_79-1
How to cite

Introduction

Over previous decades, cultural studies in education has begun to take seriously the idea that the political and cultural spheres maintain their own sectors separate from the economy. Agency not only is a theoretical possibility; it has become a conceptual assumption. In contemporary terms (see McCarthy 2016), the everyday artistic performances “ordinary” human beings engage in matter and performative discourses have material effects.

Following Nicos Poulantza’s (1969, 1978) work on the relative autonomy of the state, the site of schooling should not be considered a mere epiphenomenon. Rather, as both a political institution and a sector in the cultural sphere, the school is inexorably a site of cultural and ethical/moral politics. The global processes of neoliberalism and the undermining of the public square in education differentially affect public schools and their ever-shifting student bodies. Students feel simultaneously trapped in a series of never ending...

Keywords

Cultural Study Cultural Politics Community Empowerment Common Core State Standard Collective Praxis 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

References

  1. Freire, P. (2000a). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham: Rowman & Littlefield Publishers.Google Scholar
  2. Freire, P. (2000b). Pedagogy of the oppressed (30th anniversary ed.). New York: Bloomsbury Academic.Google Scholar
  3. Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. New York: Routledge.Google Scholar
  4. Harvey, D. (2005). A brief history of neoliberalism. New York: Oxford University Press.Google Scholar
  5. Kirylo, J. (2016). Teaching with purpose: An inquiry into the who, why, and how we teach. Lanham, MD: Roman & Littlefield.Google Scholar
  6. Kirylo, J. D. (2011). Paulo Freire: The man from Recife. New York: Peter Lang.Google Scholar
  7. Kirylo, J. D. (in press). Liberation theology, the power of language, and the preservation of the Guaraní: A Paraguayan context. Manuscript in preparation.Google Scholar
  8. Maxcy, S. (1991). Educational leadership: A critical pragmatic perspective. Westport: Greenwood.Google Scholar
  9. McCarthy, C. (2016). Reconsidering aesthetics in everyday life. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory. New York: Springer.Google Scholar
  10. Mirón, L. F. (1996). The social construction of urban schooling; situating the crisis. Creeskill: Hampton Press.Google Scholar
  11. Mirón, L. F., & Elliot, R. (1994). Moral leadership in a post structural era. In S. Maxcy (Ed.), Postmodern school leadership: Meeting the crisis in educational administration. Westport: Prager.Google Scholar
  12. Poulantzas, N. (1969). The problem of the capitalist state. The New Left Review, 59, 53–59.Google Scholar
  13. Poulantzas, N. (1978). Classes in contemporary capitalism. London, UK: New Left Books.Google Scholar
  14. Smith, M. P. (1992). Post modernism, urban ethnography, and the new social space of ethnic identity. Theory and Society, 21(4), 493–531.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.Loyola University New OrleansNew OrleansUSA