Pedagogy against the state: The ban on ethnic studies in Arizona

Kyle Wanberg

Open Access

Pedagogy against the state: The ban on ethnic studies in Arizona

Kyle Wanberg

| Apr 03, 2013

Journal of Pedagogy

Volume 4 (2013): Issue 1 (June 2013)

Neoliberalism, Pedagogy and the Curriculum: A Global Perspective II. Themed Issue, Andrew Wilkins (ed.)

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Page range: 15 - 35

DOI: https://doi.org/10.2478/jped-2013-0002

Keywords
critical pedagogy, racial neoliberalism, neoliberal pedagogy, ethnic studies, historical amnesia, color-blind racism, racial paranoia, curriculum reform, Mexican-American Studies (MAS), Tucson Unified School, District (TUSD), HB 2281

This content is open access.

Drawing on the traditions of critical pedagogy from Paulo Freire and Henry Giroux to recent critical research developed in the Journal of Pedagogy, this study explores how a particular case of curriculum reform in the US is entangled with racial neoliberalism and paranoia.

eISSN:: 1338-2144
ISSN:: 1338-1563
Language:: English

Publication timeframe:: 2 times per year
Journal Subjects:: Social Sciences, Education, other

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Pedagogy against the state: The ban on ethnic studies in Arizona

Published Online: Apr 03, 2013

Page range: 15 - 35

DOI: https://doi.org/10.2478/jped-2013-0002

Keywordscritical pedagogy, racial neoliberalism, neoliberal pedagogy, ethnic studies, historical amnesia, color-blind racism, racial paranoia, curriculum reform, Mexican-American Studies (MAS), Tucson Unified School, District (TUSD), HB 2281

This content is open access.

Keywords
critical pedagogy, racial neoliberalism, neoliberal pedagogy, ethnic studies, historical amnesia, color-blind racism, racial paranoia, curriculum reform, Mexican-American Studies (MAS), Tucson Unified School, District (TUSD), HB 2281