1st Edition
The Charged Classroom Predicaments and Possibilities for Democratic Teaching
Chapter One – A Theoretical Model of the Charged Classroom
Chapter Two – Researcher Identity and Research Projects
Chapter Three – Academic Expectations
Chapter Four – Discussion of Provocative Topics
Chapter Five – Curricular Demands
Chapter Six – Pressures and Possibilities in World History
Chapter Seven – Conclusions and Implications
Biography
Judith L. Pace is Associate Professor and Chair of the Teacher Education Department at the University of San Francisco, USA.
In this theoretically sophisticated and empirically grounded book, Judith Pace provides a rich and interesting exploration of how the beliefs and interests of students, the larger school context, and the pedagogy and philosophies of teachers intersect in the "charged classroom." This important book will be an enlightening read for teachers, teacher educators, and researchers who seek to better understand the contours and complexities of democratic education.
--Diana Hess, Senior Vice-President of the Spencer Foundation and Professor in the Department of Curriculum & Instruction, University of Wisconsin-Madison
In a voice that is wise, discerning, and nuanced, Judith Pace offers a rare and provocative view of classroom life, probing the casualties and opportunities, the tensions and contradictions that teachers and their students navigate each day as they create together a multicultural democratic education. The Charged Classroom is at once a practical guide and a prophetic call to action.
Sara Lawrence-Lightfoot, Emily Hargroves Fisher Professor of Education, Harvard University
