By Henry A. Giroux
The concept that of border and border crossing has vital implications for the way we theorize cultural politics, strength, ideology, pedagogy and important highbrow paintings. This thoroughly revised and up-to-date version takes those components and attracts new connections among postmodernism, feminism, cultural stories and important pedagogy. hugely proper to the days which we at present reside, Giroux displays at the limits and probabilities of border crossings within the twenty-first century and argues that during the post-9/11 global, borders haven't been collapsing yet vigorously rebuilt. the writer identifies the main urgent concerns dealing with serious educators on the flip of the century and discusses issues corresponding to the fight over the educational canon; the position of pop culture within the curriculum; and the cultural conflict the recent correct has waged on colleges. New sections take care of militarization in public areas, empire development, and the cultural politics of neoliberalism. these attracted to cultural reviews, serious race conception, schooling, sociology and speech verbal exchange will locate this a invaluable resource of knowledge.
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Additional resources for Border Crossings: Cultural Workers and the Politics of Education
16 The central elements that bring these two traditions of modernism together constitute a powerful force not only for shaping the academic disciplines and the discourse of educational theory and practice, but also for providing a number of points where various ideological positions share a common ground. These elements can be recognized in modernism’s claim for the superiority of high culture over and against popular culture, its affirmation of a centered if not unified subject, its faith in the power of the highly rational, conscious mind, and its belief in the unequivocal ability of human beings to shape the future in the interest of a better world.
At the very least, this would mean coming to understand the strengths and limits of practical reason, the importance of affective investments, the discourse of ethics as a resource for social vision, and the availability of multiple discourses and cultural resources that provide the very grounds and necessity for agency. Postcolonial discourses represent a space in which to retheorize, locate, and address the possibilities for a new politics based on the construction of new identities, zones of cultural difference, and forms of ethical address that allow cultural workers and educators alike to transform the languages, social practices, and histories that are part of the colonial inheritance.
Mohanty, “On Race and Voice: Challenges for Liberal Education in the 1990s,” Cultural Critique No. 14 (Winter 1990), 179–208. See also bell hooks, Talking Back (Boston: South End Press, 1989); Yearning (Boston: South End Press, 1990); Michele Wallace, Invisibility Blues (London: Verso Press, 1991). What is interesting in these works is how they both critically engage and selectively appropriate the various positions taken up in critical pedagogy. hooks, in particular, is deeply influenced by the work of Paulo Freire, but does not suggest that because he does not make race and gender central to his work that it should simply be dismissed.