Teaching and Learning Resource Guide for Libraries

In this book, the author shares her philosophy of the classroom, offering ideas about teaching that fundamentally rethink democratic participation. She writes about a new kind of education, education as the practice of freedom. She advocates the process of teaching students to think critically and raises many concerns central to the field of critical pedagogy, linking them to feminist thought. In the process, these essays face squarely the problems of teachers who do not want to teach, of students who do not want to learn, of racism and sexism in the classroom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for the author, the teacher's most important goal.

Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.

Bringing together the voices of a range of practicing librarians, this collection illuminates theories and methods of critical pedagogy and library instruction. Chapters address critical approaches to standards and assessment practices, links between queer, anti-racist and feminist pedagogies and the library classroom, intersections of critical theories of power and knowledge and the library, and the promise and peril of reflective instruction practices. Rooted in theoretical work both from within the profession (James Elmborg, Cushla Kapitzke) and without (Paolo Freire, Henry Giroux, Deborah Britzman), contributions are complemented by stories of critical approaches put into practice in institutional settings ranging from the community college classroom to large urban research universities to virtual worlds. The intention is to begin a conversation among librarians who teach, library instruction program coordinators, faculty and instructors interested in bringing librarians into the classroom, and librarians interested in developing liberatory and anti-oppressive professional practices.

Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.As the authors write in their introduction: "It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important (urgent) role to play."This collection of essays explores the authors' work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism.