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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
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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.
322:
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
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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
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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
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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
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Kirylo, J. & McNulty, C. P. (2011). Introduction: Teacher education programs in the midst of change (Guest
Editors for 2011 Annual Theme Issue).
298:, which is one of the most comprehensive texts in English on the life and thought of Paulo Freire, significantly contributing to Freirean scholarship.
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50:
30:
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Kirylo, James D.; Nauman, Ann (2006). "The
Depersonalization of Education and the Language of Accountability: A View from a Local Newspaper".
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Kirylo, J. & Nauman, A. (2006). The depersonalization of education and the language of accountability: A view from a local newspaper.
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Kirylo, J. (2005). Standards and the sliding accountability scale: The making of a highly qualified secretary of education.
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Kirylo, J. (2001, Spring). A historical overview of liberation theology: Some implications for the
Christian educator.
83:
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Kirylo, J. (2005). The seduction of being entrenched in the circuit of our own truth and the antidote of humility.
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Kirylo, J. (1999). The discourse of the spirituality of liberation theology in curriculum theory.
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as one that has morphed into a language that can be characterized as corporate speak.
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557:. Asunción, Paraguay: Facultad de Lenguas Vivas-Evangelical University of Paraguay.
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Focus on
Teacher Education: A Quarterly ACEI Publication for the Education Community
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Focus on
Teacher Education: A Quarterly ACEI Publication for the Education Community
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A Turning Point in
Teacher Education: A Time for Resistance, Reflection, and Change.
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Kirylo, J. (2002, Octubre). La grave situación de los probes y la reforma escolar.
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A Turning Point in
Teacher Education: A Time for Resistance, Reflection and Change
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Kirylo, J. (2006). Preferential option for the poor: Making a pedagogical choice.
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A Turning Point in
Teacher Education: A Time for Resistance, Reflection and Change
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Kirylo, J. (2011, Spring). An
Interview with Ana Maria (Nita) Araújo Freire.
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Kirylo, J. (2009, Spring). The election of Barack Obama: A teachable moment.
550:. Association for Childhood Education International (ACEI SPEAKS Brochure).
501:. Association for Childhood Education International (ACEI SPEAKS Brochure).
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Kirylo, J. (2009, Fall). The power of relationship and behavior management.
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522:. Association for Childhood Education International (ACEI SPEAKS Brochure).
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Radical Grace: A Publication of the Center for Action and Contemplation
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Separation of church and state and public schools: A guide for parents
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Kirylo, J. (2005/2006, Winter). Lessons: Katrina and Beginning Anew.
459:. Olney, MD: Association of Childhood Education International (ACEI).
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Teaching with Purpose: An Inquiry into the Who, Why, And How We Teach
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Teaching with Purpose: An Inquiry into the Who, Why, and How We Teach
712:"Brief Review: Paulo Freire by James Kirylo [Vol. 4, #25.5]"
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Ten essential practices and attitudes: A guide for school teachers
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A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know.
436:
Teaching with Purpose: An Inquiry into Who, Why, and How We Teach.
163:
578:. Trans. José Antonio Alonso. Año 3, Número 28, pp. 16–20.
571:. Trans. José Antonio Alonso. Año 3, Número 30, pp. 34–37.
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Kirylo, J. (2002, Agosto). "Yo enseño porque amo a los niños."
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from the article and its talk page, especially if potentially
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Kirylo, J. (2010, Fall). An Interview with Diane Ravitch.
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Curriculum development: Perspectives from around the world
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Teaching, learning, and reflecting: Essays on education
687:"Paulo Freire - Startseite - Peter Lang Verlagsgruppe"
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What parents need to know about standardized testing
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455:Kirylo, J. & Nauman, A. K. (Eds.) (2010).
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583:Journal of Research on Christian Education
560:Kirylo, J. (2004, Nov-Dec). Strange land.
427:Kirylo, J. & Aldridge, Jerry. (2019).
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53:about living persons that is unsourced or
793:Southeastern Louisiana University faculty
124:Learn how and when to remove this message
349:Constructivism (philosophy of education)
640:. Rowman & Littlefield Publishers.
615:. Rowman & Littlefield Publishers.
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515:, 82(5), 266-270 (Annual Theme Issue).
438:Lanham, MD: Rowman & Littlefield.
431:Lanham, MD: Rowman & Littlefield.
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661:University, Southeastern Louisiana.
738:Journal of Curriculum and Pedagogy
541:Journal of Curriculum and Pedagogy
506:Journal of Curriculum and Pedagogy
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450:Paulo Freire: The man from Recife
295:Paulo Freire: The Man from Recife
798:University of New Orleans alumni
590:Journal of Curriculum Theorizing
404:Preferential option for the poor
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636:Kirylo, James D. (2019-01-25).
611:Kirylo, James D. (2016-05-02).
750:10.1080/15505170.2006.10411589
445:Rotterdam, Netherlands: Sense.
1:
803:Weber State University alumni
783:Italian educational theorists
716:The Englewood Review of Books
292:(with Jerry Aldridge), and
31:biography of a living person
58:must be removed immediately
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339:Banking model of education
306:Influenced by the work of
441:Kirylo, J. (Ed.) (2013).
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452:. New York: Peter Lang.
409:Problem-posing education
354:Critical consciousness
234:Martin Luther King Jr.
45:Please help by adding
421:Selected publications
448:Kirylo, J. (2011).
414:Shirley R. Steinberg
51:Contentious material
788:People from Livorno
553:Kirylo, J. (2004).
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261:liberation theology
193:Academic background
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315:and the notion of
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171:Nationality
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697:2013-11-10
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598:References
218:John Dewey
198:Influences
179:Occupation
84:newspapers
758:145524430
313:education
183:professor
36:citations
667:Selu.edu
374:Hegemony
364:Dialogue
332:See also
302:Educator
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174:American
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569:Docente
160:Livorno
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