By Sheila Macrine;Peter McLaren;Dave Hill

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Additional info for Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neo-Liberalism

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Hill and L. ). Equality in the Primary School: Promoting Good Practice across the Curriculum (pp. 232–245). London: Continuum. ———. (2009b). Critical Pedagogy, Revolutionary Critical Pedagogy and Socialist Education. In S. Macrine, P. McLaren, and D. ). Critical Pedagogy: Theory and Praxis (117–139). London: Routledge. Hill, D. and Boxley, S. (2007). Critical Teacher Education for Economic, Environmental and Social Justice: An Ecosocialist Manifesto. Journal for Critical education Policy Studies, 5(2).

In S. Macrine, P. McLaren, and D. ). Critical Pedagogy: Theory and Praxis (117–139). London: Routledge. Hill, D. and Boxley, S. (2007). Critical Teacher Education for Economic, Environmental and Social Justice: An Ecosocialist Manifesto. Journal for Critical education Policy Studies, 5(2). pageID=article&articleID=96. Kelsh, D. and Hill, D. (2006). The Culturalization of Class and the Occluding of Class Consciousness: The Knowledge Industry in/of Education. Journal for Critical Education Policy Studies, 4(1).

All of the proposals embedded in the foci are very compelling to consider. The specific proposals overwhelmingly constitute a critique of and challenge to many of the previous policies from the neoliberal reforms of the dictatorship years. Perhaps the most blatant rejection of neoliberal policies is the proposals related to funding and educational organization. The student leadership in Chile has developed a very pointed critique about just how “local control” in education funding, administration, and municipalization was designed, its purposes as well as the fallout of these policies.

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