James D. Kirylo
   HOME

TheInfoList



Click Here for Items Related To - James D. Kirylo
OR:
James D. Kirylo on:   [Wikipedia]   [Google]   [Amazon]

James David Kirylo is professor of education at the University of South Carolina who teaches courses that examine concepts associated with critical pedagogy, curriculum theorizing, teacher leadership, diversity and literacy. Among other books, he is author of ''Teaching with Purpose: An Inquiry into the Who, Why, and How We Teach'', ''A Turning Point in Teacher Education: A Time for Resistance, Reflection and Change'' (with Jerry Aldridge), and '' Paulo Freire: The Man from Recife'', which is one of the most comprehensive texts in English on the life and thought of Paulo Freire, significantly contributing to Freirean scholarship.


Educator

Influenced by the work of
Paulo Freire Paulo Reglus Neves Freire (19 September 1921 – 2 May 1997) was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. His influential work ''Pedagogy of the Oppressed'' is generally considered one of the foundat ...
and other progressives, Kirylo suggests that education is not a neutral enterprise but a highly charged political affair, largely dictated by the voices that have the most capital power. More often than not, according to Kirylo, these particular voices have propagated a view of
education Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Va ...
and the notion of
school reform Education reform is the name given to the goal of changing public education. The meaning and education methods have changed through debates over what content or experiences result in an educated individual or an educated society. Historically, t ...
as one that has morphed into a language that can be characterized as corporate speak. Kirylo argues there are those who have become so enamored with the convenience of explaining school reform with detached terminology such as outcomes, results, performance, monetary rewards, takeover, competition, and comparing and contrasting that they have created a system analogous to describing a for-profit corporation, resulting in the creation of "winners" and "losers," ultimately fostering what he describes institutionalization of the depersonalization of education. Consequently, in order to ascertain the accuracy of who the winners and losers are, the infrastructure that protects that interest has to be secured. In the end, Kirylo suggests this type of system fosters the objectification of school-aged children, possesses an extraordinarily distorted view of what is educationally important, and largely blames teachers for anything that ails education. Moreover, this type of system has fostered a subtle and not-so-subtle move systematically to deprofessionalize the notion of
teacher education Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their ...
and the teaching profession in general, all of which reduces teachers into mechanical functionaries, seriously preventing them from fostering critical thought, innovation, and creativity in actual classroom practice. Not only asserting that to be called an educator is an incredible responsibility and an earned privilege requiring involvement in the political process, Kirylo argues that schooling is a complex affair, suggesting educators collectively unite in challenging systems that propagate a corporate point of view of education. Kirylo has meaningfully contributed to the discourse of critical pedagogy and curriculum theorizing, and its link to liberation theology.


See also

*
Banking model of education ''Banking model of education'' () is a term coined by Paulo Freire to describe and critique the traditional education system in his book Pedagogy of the Oppressed. The name refers to the metaphor of students as containers into which educators mus ...
*
Black theology Black theology, or black liberation theology, refers to a theological perspective which originated among African-American seminarians and scholars, and in some black churches in the United States and later in other parts of the world. It context ...
*
Constructivism (philosophy of education) Constructivism may refer to: Art and architecture * Constructivism (art), an early 20th-century artistic movement that extols art as a practice for social purposes * Constructivist architecture, an architectural movement in Russia in the 1920s a ...
*
Critical consciousness Critical consciousness, conscientization, or in Portuguese, is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in post-Marxist critical theory. Critical consciousness focuses ...
*
Critical theory A critical theory is any approach to social philosophy that focuses on society and culture to reveal, critique and challenge power structures. With roots in sociology and literary criticism, it argues that social problems stem more from soci ...
*
Dialogue Dialogue (sometimes spelled dialog in American English) is a written or spoken conversational exchange between two or more people, and a literary and theatrical form that depicts such an exchange. As a philosophical or didactic device, it is c ...
* Francisco Brennand *
Hegemony Hegemony (, , ) is the political, economic, and military predominance of one State (polity), state over other states. In Ancient Greece (8th BC – AD 6th ), hegemony denoted the politico-military dominance of the ''hegemon'' city-state over oth ...
*
Hélder Câmara Hélder Pessoa Câmara (7 February 1909 – 27 August 1999) was a Brazilian Catholic archbishop. A self-identified socialist Socialism is a left-wing economic philosophy and movement encompassing a range of economic systems characteriz ...
*
James Hal Cone James Hal Cone (August 5, 1938 – April 28, 2018) was an American theologian, best known for his advocacy of black theology and black liberation theology. His 1969 book ''Black Theology and Black Power'' provided a new way to comprehensively de ...
* Joe L. Kincheloe *
Peter McLaren Peter McLaren (born 1948) is a Canadian scholar who serves as a Distinguished Professor in Critical Studies Attallah College of Educational Studies, Chapman University, where he is Co-Director of the Paulo Freire Democratic Project and Internatio ...
*
Praxis (process) Praxis (from grc, πρᾶξις, translit=praxis) is the process by which a theory, lesson, or skill is enacted, embodied, or realized. "Praxis" may also refer to the act of engaging, applying, exercising, realizing, or practising ideas. This has ...
*
Preferential option for the poor The option for the poor, or the preferential option for the poor, is one of the newer principles of the Catholic social teaching, as articulated in the latter half of the 20th century; it is also a theological emphasis in Methodism. The concept w ...
*
Problem-posing education Problem-posing education, coined by the Brazilian educator Paulo Freire in his 1970 book ''Pedagogy of the Oppressed'', is a method of teaching that emphasizes critical thinking for the purpose of liberation. Freire used problem posing as an alterna ...
*
Shirley R. Steinberg Shirley R. Steinberg is an educator, author, activist, filmmaker, and public speaker whose work focuses on critical pedagogy, transformative leadership, social justice, and cultural studies. She has written and edited numerous books and article ...


Selected publications

* Kirylo, J. & Aldridge, Jerry. (2019). ''A Turning Point in Teacher Education: A Time for Resistance, Reflection, and Change.'' Lanham, MD: Rowman & Littlefield. * Kirylo, J. (2016). ''Teaching with Purpose: An Inquiry into Who, Why, and How We Teach.'' Lanham, MD: Rowman & Littlefield. * Kirylo, J. (Ed.) (2013). ''A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know.'' Rotterdam, Netherlands: Sense. * Kirylo, J. (2011). ''Paulo Freire: The man from Recife''. New York: Peter Lang. * Kirylo, J. & Nauman, A. K. (Eds.) (2010). ''Curriculum development: Perspectives from around the world''. Olney, MD: Association of Childhood Education International (ACEI). * Kirylo, J. & McNulty, C. P. (2011). Introduction: Teacher education programs in the midst of change (Guest Editors for 2011 Annual Theme Issue). ''Childhood Education'', 87(5), 315-317. * Kirylo, J. (2011, Spring). An Interview with Ana Maria (Nita) Araújo Freire. ''Childhood Education'', 87(3), 191-195. * Kirylo, J. (2010, Fall). An Interview with Diane Ravitch. ''Childhood Education'', 87(1), 48-52. * Kirylo, J. (2009, Fall). The power of relationship and behavior management. ''Childhood Education'', 86(1), 33-34. * Kirylo, J. (2009, Spring). The election of Barack Obama: A teachable moment. ''Focus on Teacher Education: A Quarterly ACEI Publication for the Education Community'', 9(3), 1, 6. * Kirylo, J. (2007) ''Ten essential practices and attitudes: A guide for school teachers''. Association for Childhood Education International (ACEI SPEAKS Brochure). * Kirylo, J. & Nauman, A. (2006). The depersonalization of education and the language of accountability: A view from a local newspaper. ''Journal of Curriculum and Pedagogy'', (3)1, 187-206. * Kirylo, J. (2006). Preferential option for the poor: Making a pedagogical choice. ''Childhood Education'', 82(5), 266-270 (Annual Theme Issue). * Kirylo, J. (2006). ''What parents need to know about standardized testing''. Association for Childhood Education International (ACEI SPEAKS Brochure). * Kirylo, J. (2005/2006, Winter). Lessons: Katrina and Beginning Anew. ''Childhood Education'', 82(2), 95-97. * Kirylo, J. (2005). Standards and the sliding accountability scale: The making of a highly qualified secretary of education. ''Focus on Teacher Education: A Quarterly ACEI Publication for the Education Community'', 6(2),1,6-7. * Kirylo, J. (2005). The seduction of being entrenched in the circuit of our own truth and the antidote of humility. ''Journal of Curriculum and Pedagogy'', (2)2, 28-30. * Kirylo, J. (2005). ''Separation of church and state and public schools: A guide for parents''. Association for Childhood Education International (ACEI SPEAKS Brochure). * Kirylo, J. (2004). ''Teaching, learning, and reflecting: Essays on education''. Asunción, Paraguay: Facultad de Lenguas Vivas-Evangelical University of Paraguay. * Kirylo, J. (2004, Nov-Dec). Strange land. ''Radical Grace: A Publication of the Center for Action and Contemplation'', 17(6), 11. * Kirylo, J. (2002, Octubre). La grave situación de los probes y la reforma escolar. ''Docente''. Trans. José Antonio Alonso. Año 3, Número 30, pp. 34–37. * Kirylo, J. (2002, Agosto). "Yo enseño porque amo a los niños." ''Docente''. Trans. José Antonio Alonso. Año 3, Número 28, pp. 16–20. * Kirylo, J. (2001, Spring). A historical overview of liberation theology: Some implications for the Christian educator. ''Journal of Research on Christian Education'', 10(1), 53-86. * Kirylo, J. (1999). The discourse of the spirituality of liberation theology in curriculum theory. ''Journal of Curriculum Theorizing'', 15(1), 77-87.


References

{{DEFAULTSORT:Kirylo, James D. Living people Italian educational theorists People from Livorno Southeastern Louisiana University faculty University of New Orleans alumni Weber State University alumni Year of birth missing (living people)