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Michael W. Apple

Michael W. Apple. ED 530 Theorist Presentation Summer Semester 2010 Julia Mentzer-Yarlett. Background. Born 1942 in Paterson, New Jersey Ph.D. in Ed.D . Curriculum from Columbia University in 1970 Taught in both elementary and secondary levels Image Source:

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Michael W. Apple

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  1. Michael W. Apple ED 530 Theorist Presentation Summer Semester 2010 Julia Mentzer-Yarlett

  2. Background • Born 1942 in Paterson, New Jersey • Ph.D. in Ed.D. Curriculum from Columbia University in 1970 • Taught in both elementary and secondary levels Image Source: http://eps.education.wisc.edu/faculty/apple.asp

  3. Background • Foremost theorist on curriculum • Know for the theory of Critical Pedagogy • Currently the John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin-Madison

  4. Notable Publications • Michael Apple has published many books Ideology and Curriculum. Education and Power. Cultural Politics and Education. The State and Politics of Education. • His research focuses on the relationship between culture and power in education

  5. Critical Education Theory • Looks at the role education plays in shaping the public • Education is a force that shapes the minds, beliefs, and behaviors of the public Shapes Mind Education

  6. Critical Education Theory • Explores the answers to the following questions • Who is shaping the education that shapes the public mind? • Whose knowledge counts as legitimate educational knowledge? • How are classroom interactions shaped by outside social, political and economic forces? • Who stands to gain from the current failure of the economic system?

  7. Whose to Blame? "Teachers, for example, blamed themselves as individuals (or their pupils) for the failures of students, just as I did. It more and more, however, seemed to me not to be a question of the amount of effort teachers and curriculum workers, put in. Indeed, few groups of people work harder and in more uncertain, difficult, and complex circumstances than teachers and administrators. Rather, it became clearer that the institution itself and the connections it had to other powerful social agencies generated the dominant rules and practices of educators' lives. Blaming teachers, castigating individuals, was less than helpful." (Apple, Rage and Hope, 2010)

  8. Critical Pedagogy • A branch of the Critical Education Theory • Promotes higher thinking through questioning • A teaching method that helps students question and challenge habits of education • Habits include: • Thought • Reading • Writing • Speaking

  9. Critical Pedagogy • Teachers need to answer the following to meet the needs of this diverse and complex society • What should count as knowledge? • Who should control the selection & distribution of knowledge? • What knowledge is of most worth? • How can knowledge be made accessible to students? • How should we treat others responsibly and justly in education? • What resources do we need to go further?

  10. How Critical Pedagogy Changes Education • As society changes, the process of education must change with it • Teachers need to be open to questioning • Teachers must look at ways to invite the questioning into their daily routine

  11. References University of Wisconsin-Madison, Educational Policy Studies. Retrieved May 22, 2010 http://eps.education.wisc.edu/faculty/apple.asp. Tony Ward Education: Critical Education Theory, Pedagogy and Practice. May 22, 2010 from http://www.tonywardedu.com/content/section/5/34/. Rage and Hope. Retrieved May 22, 2010, from http://www.perfectfit.org/CT/apple1.html.

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