Name: Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India (en Inglés)
SKU: 57447158
Price: 1239.85 MXN
Availability: InStock
Author: Peters, Michael Adrian ; McLaren, Peter ; Mevawalla, Zinnia
ISBN: 9781433168444

portada Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India (en Inglés)

Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India (en Inglés)

Formato

Libro Físico

Autor

Zinnia Mevawalla

Ilustrado por

Peter McLaren

Michael Adrian Peters

Editorial

Peter Lang Inc., International Academic Publi

Idioma

Inglés

N° páginas

296

Encuadernación

Tapa Blanda

Dimensiones

22.6x15.2x2.3 cm

Peso

0.43 kg.

ISBN13

9781433168444

Categorías

Estudios del desarrollo
Grupos por edades: adolescentes
Psicología infantil y evolutiva/del desarrollo
Educación
Economía del desarrollo y economías emergentes

Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India (en Inglés)

Zinnia Mevawalla (Autor) · Peter McLaren (Ilustrado por) · Michael Adrian Peters (Ilustrado por) · Peter Lang Inc., International Academic Publi · Tapa Blanda

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Reseña del libro "Critical Consciousness, Social Justice and Resistance: The Experiences of Young Children Living on the Streets in India (en Inglés)"

Critical Consciousness, Social Justice and Resistance The Experiences of Young Children Living on the Streets in India reports on an investigation of critical consciousness and social justice conducted with young children living on the streets in Mumbai, India. The book explores how children--through complex, layered and diverse forms of resistant behaviours--struggled against, challenged, and at times, transformed the experiences of structural inequality, injustice and oppression they often faced in their everyday lives. Drawing on insights from critical pedagogy, the study argues that educators can work in solidarity with children, families and communities to transform--rather than simply adapt--to situations of oppression that exist both within and outside of educational contexts. It is argued that practitioners and policy makers open genuine spaces for educational endeavours that value children's dignity, understand resistant behaviour as a form of communication, and focus on transformative resistance as a praxis of citizenship.