Across
- 6. McLaren describes this term as the process of a person appreciating and loving oneself through earning knowledge and relationships that dignify his or her background and customs. Further, though, this process allows an individual to define and transform the broader social order, instead of simply serving it, by questioning and selecting facets of the dominant culture.
- 7. Neoliberalism brings about the theme of _________, which allows the system to rationalize enforcement of consequences as well as its neglect of marginalized people. In this, those who are spared and not marginalized are validated in terms of virtue while a negative, fabricated image is created by the system for those who are penalized (De Lissovoy).
- 9. De Lissovoy asserts that this navigates individuals anxiously through modern capitalism and difficult economic spheres, presenting “choices” (or, that is, the illusion or limited supply of choices) in challenging situations to consumers.
- 10. In Anyon’s __________-class schools, most students’ parents have blue-collar jobs, students are graded based on how well they follow instructions, and work (especially language arts) is done mechanically to prepare for future wage labor.
- 14. The American ________ is an ideal composed of myths that paint the United States as a place of inarguably equal opportunity and reliable meritocracy which encourages many to believe in “climbing the ladder” despite disparities and inequity in the American socio-economic hierarchy; in this, opportunity to progress in life is available to every U.S. citizen.
- 18. Dewey asserts that ___________ is problematic to a democratic society because it stifles free social interactions, causes rigidity in life, and leads groups to viewing outsiders as enemies.
- 19. In Anyon’s Executive ___________ School, children are encouraged to reason, develop analytical abilities through critical thinking, form ideas on how things fit together in systems, and most families belong to the capitalist class with the majority of fathers serving as top executors at large corporations.
- 20. Student _______ in a school allows room for students to create their own ideas and act on them, which is Gannon’s key to rejecting a single focus on what the students cannot or are not allowed to do and preventing them from acquiring too passive of roles.
Down
- 1. Pedagogy of __________ highlights the necessity for both students and educators to step out of their comfort zones while also pointing out issues in the emotional framework that leads to unconscious involvement with hegemony; urges students to critically analyze their own beliefs.
- 2. The ________ Curriculum is understood as the (especially unintended) outcomes of schooling beyond those related to formal lessons and materials; the opposite of the overt curriculum.
- 3. Classrooms of Death simply distribute _______ in “chunks” without consideration of its role, whereas a classroom/school of life works to keep content within the framework of lived experiences; critical pedagogy is concerned with the relationship between this and power.
- 4. McLaren believes that ________ might just be repressive instances marked by the dominant culture. In school instruction, this often serves as a sign of student determination not to be hidden or silenced when facing erasure, especially when the students in their daily lives have little access to the culture of learning used in the classroom.
- 5. Young (in fictional writing mentioned by Mijs) posits that this term is the sum of natural endowments (especially IQ) and effort together, and that this provides the foundation for the allocation of reward; the ideology in which this functions contends that the person who performs best should be rewarded, but dismisses the complexity of U.S. classes, pay gaps, inaccessibility to opportunity, and more.
- 8. Mijs believes that Meritocracy remains not only unmet, but in general is a promise which is ______________, as the definitions of “merit” always serve one group of people and put the other group at a disadvantage. So, true meritocracy in any sense cannot be achieved.
- 11. __________ ideologies work to oppose stereotypes and dispute the overall dominant ideologies.
- 12. Children in Anyon’s Affluent Professional School are given _________ capital (instead of currency/concrete capital), which gives them the opportunity to earn skills in linguistics, art, self expression, and more and sets them up to eventually become professionals or experts in fields later on.
- 13. De Lissovoy explains that in Lacan’s work on capitalism and neoliberalism, drive and _________ both are connected to loss- this happens as the former attains enjoyment through repetition of loss and the latter is never satisfied.
- 15. Epstein’s __________ model in Boler’s text interprets angry resistance in classroom settings as cries for care and attention - this highlights the necessity for compassion from educators as the anger likely serves as a sign that the individual may be willing to grow.
- 16. This type of student in Ahmed’s text works alongside the censoring student as a figure who wants the “wrong” things and is often blamed for the loss of what’s considered “good” as courses are tailored to ideas, material, or more which are in fashion or new (hint: a participle).
- 17. This type of discourse looks into ideas that make up and/or influence knowledge, especially by working to show how the status quo is pushed by teaching concepts that are considered to be of “high status”; theorists look into how materials, teaching practices, and more in a classroom put the dominant ideology at an advantage while excluding those which are marginalized.