Volume 10, Numbers 1-2

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Disciplinary assumptions, curricular expectations, physical configurations of space, and institutional culture impact the conceptual frameworks that inform teaching. The authors in this issue encourage teachers who have not critically examined the places where they teach to do so, and remind us that a sophisticated understanding of critical pedagogy is not tantamount to a progressive pedagogical practice.

Contents

Jeffrey R. Di Leo, Walter Jacobs & Amy Lee
The Sites of Pedagogy

Elizabeth Ellsworth
The U.S. Holocaust Museum as a Scene of Pedagogical Address

Chris W. Gallagher, Peter M. Gray, & Shari Stenberg
Teacher Narratives as Interruptive

Andrew Hoberek
Professionalism

Dwight E. Brooks
Pedagogy of the Dispossessed

Rochelle Harris
Thirteen Perspectives on Critical Pedagogy

Karen Stanworth
In Sight of Visual Culture

Heidi Barajas, Patrick Bruch, Gregy Choy, Carl Chung, Leon Hsu, Walter Jacobs, Amy Lee, Karen Miksch, Mark Pedelty, & Tom Reynolds
Interdisciplining Pedagogy

Michael W. Apple
Interrupting the Right

Raymond Federman
The Imaginary Museum of Samuel Beckett

John Hilgart
Leaving All the Time