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International Review of Education

, Volume 58, Issue 1, pp 129–131 | Cite as

Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement

By Richard Kahn (ed.). Peter Lang, Bern, 2010, 186 pp.. Counterpoints: Studies in the Postmodern Theory of Education, vol. 359. ISBN 978-1-4331-0545-6 (pbk)
  • Darko Štrajn
Book Review
  • 273 Downloads

In the Afterword (pp. 151–154) to his student Richard Kahn’s book, Douglas Kellner remarks that the “era of neoliberalism” is “certainly ending but it is not yet clear what policies and philosophies will replace it. What follows could be worse still” (p. 153). In Kellner’s view, which obviously follows from Kahn’s work, it is important to “re-envision the importance of education” (p. 153) to counter harmful consequences. This re-envisioning is actually what Kahn attempts to do with his writing, which means that he suggests a new paradigm of pedagogy based on his new reading of a number of theories from the 1960s; notably, theories of Paulo Freire, Ivan Ilich and Herbert Marcuse.

The book was published as volume 359 of the series “Counterpoints: Studies in the Postmodern Theory of Education”. This is not Kahn’s only work on the subject and it also represents a contribution to a rapidly growing field of educational thought and practice. A “hit” of postmodern educational theory,...

Keywords

Critical Thinking Educational Theory Citizenship Education Democratic Citizenship Frankfurt School 
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.

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Educational Research InstituteLjubljanaSlovenia

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