The power of classroom hegemony: An examination of the impact of formal and postformal teacher thinking in an inner-city latina/o school

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

This chapter attempts to examine in pedagogical situ and further elaborate the notion of postformal thinking advanced by Joe Kincheloe and Shirley Steinberg (Kincheloe, 1993; Kincheloe & Steinberg, 1993)- and, by way of contrast, the more static and positivistic ways of thinking embodied in formalist views of education. That is, this chapter's main goal will be to hold the theories of formalism and postformalism up to the harsh light of classroom-gathered ethnographic data in order to more fully understand what kinds of environments teachers guided by these divergent knowledges might help to foster (intentionally or otherwise).1.

Original languageEnglish
Title of host publicationRethinking Intelligence
Subtitle of host publicationConfronting Psychological Assumptions about Teaching and Learning
PublisherTaylor & Francis
Pages189-215
Number of pages27
ISBN (Electronic)0203905210, 9781135962036
ISBN (Print)0415922089, 9780415922098
DOIs
Publication statusPublished - 1 Jan 2013
Externally publishedYes

Cite this

Pruyn, M. (2013). The power of classroom hegemony: An examination of the impact of formal and postformal teacher thinking in an inner-city latina/o school. In Rethinking Intelligence: Confronting Psychological Assumptions about Teaching and Learning (pp. 189-215). Taylor & Francis. https://doi.org/10.4324/9780203905210-14
Pruyn, Marc. / The power of classroom hegemony : An examination of the impact of formal and postformal teacher thinking in an inner-city latina/o school. Rethinking Intelligence: Confronting Psychological Assumptions about Teaching and Learning. Taylor & Francis, 2013. pp. 189-215
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Pruyn, M 2013, The power of classroom hegemony: An examination of the impact of formal and postformal teacher thinking in an inner-city latina/o school. in Rethinking Intelligence: Confronting Psychological Assumptions about Teaching and Learning. Taylor & Francis, pp. 189-215. https://doi.org/10.4324/9780203905210-14

The power of classroom hegemony : An examination of the impact of formal and postformal teacher thinking in an inner-city latina/o school. / Pruyn, Marc.

Rethinking Intelligence: Confronting Psychological Assumptions about Teaching and Learning. Taylor & Francis, 2013. p. 189-215.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

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Pruyn M. The power of classroom hegemony: An examination of the impact of formal and postformal teacher thinking in an inner-city latina/o school. In Rethinking Intelligence: Confronting Psychological Assumptions about Teaching and Learning. Taylor & Francis. 2013. p. 189-215 https://doi.org/10.4324/9780203905210-14