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Pedagogy and Power: Rhetorics of Classical Learning: 50 (Ideas in Context, Series Number 50) - Softcover

 
9780521038010: Pedagogy and Power: Rhetorics of Classical Learning: 50 (Ideas in Context, Series Number 50)

Synopsis

Pedagogy and Power is a volume of interdisciplinary essays which explores the political dimensions of Graeco-Roman education and of its subsequent models. Seeking to make the various structures and discourses of intellectual authority more apparent, the essays argue that there is a social context for the knowledge imparted by classical models of pedagogy. They examine how such pedagogues instruct their pupils to function as citizens who rule or are ruled, privileging certain knowledge over others, and including some individuals while excluding others. Overall the book shows that the complex and plural authorities and power that have been associated with classical learning and knowledge are not part of a legacy to be unproblematically inherited or reproduced.

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Review

'... an example of impressive interdisciplinary scholarship, deserving of study by scholars in history, English and other language studies as well as classics.' Bryn Mawr Classical Review

Book Description

An exploration of the political dimensions of Graeco-Roman education and of its subsequent models from a range of intellectual perspectives. Classicists, historians, philosophers and literary scholars explore the role of classical learning in education.

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  • PublisherCambridge University Press
  • Publication date2008
  • ISBN 10 0521038014
  • ISBN 13 9780521038010
  • BindingPaperback
  • Edition number1
  • Number of pages336

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9780521594356: Pedagogy and Power: Rhetorics of Classical Learning: 50 (Ideas in Context, Series Number 50)

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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Pedagogy and Power is a volume of interdisciplinary essays which explores the political dimensions of Graeco-Roman education and of its subsequent models. Seeking to make the various structures and discourses of intellectual authority more apparent, the essays argue that there is a social context for the knowledge imparted by classical models of pedagogy. They examine how such pedagogues instruct their pupils to function as citizens who rule or are ruled, privileging certain knowledge over others, and including some individuals while excluding others. Overall the book shows that the complex and plural authorities and power that have been associated with classical learning and knowledge are not part of a legacy to be unproblematically inherited or reproduced. Seller Inventory # 9780521038010

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