Search

"The Routledge International Handbook of Critical Education" is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: (1) social movements and pedagogic work; (2) critical research methods for critical education; (3) the politics of practice and the recreation of theory; and (4) the freirian legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this "Handbook" provides the definitive statement on the state of critical education and on its possibilities for the future. This book is divided into seven parts. Part I, Introduction, contains the following: (1) Mapping Critical Education (Michael W. Apple, Wayne Au & Luis Armando Gandin). Part II, Social Contexts and Social Structures, contains the following: (2) The World Bank, the IMF, and International Education (Susan Robertson & Roger Dale); (3) Movement and Stasis in the Neoliberal Re-Orientation of Schooling (Cameron McCarthy, Viviana Pitton, Soochul Kim & David Monje); (4) Corporatization and the Control of Schools (Kenneth Saltman); and (5) The Trojan Horse of Curricular Contents (Jurjo Torres Santome). Part III, Redistribution, Recognition, and Differential Power, contains the following: (6) Rethinking Reproduction: Neo-Marxism and Critical Education Theory (Wayne Au & Michael W. Apple); (7) The Reign of Capital: A Pedagogynd Praxis of Class Struggle (Valerie Scatamburlo-D'Annibale & Peter McLaren); (8) Race Still Matters: Critical Race Theory in Education (Gloria Ladson-Billings); (9) Pale/ontology: The Status of Whiteness in Education (Zeus Leonardo); (10) What Was Poststructural Feminism in Education? (Julie McLeod); (11) Safe Schools, Sexualities, and Critical Education (Lisa W. Loutzenheiser & Shannon D. M. Moore); (12) Masculinities and Education (Marcus Weaver-Hightower); (13) The Inclusion Paradox: The Cultural Politics of Difference (Roger Slee); (14) Red Pedagogy: Indigenous Theories of Redistribution (a.k.a. Sovereignty) (Sandy Grande); and (15) Foucault's Challenges to Critical Theory in Education (Rosa Maria Bueno Fischer). Part IV, The Freirian Legacy, contains the following: (16) Fighting With the Text: Contextualizing and Recontextualizing Freire's Critical Pedagogy (Wayne Au); (17) Un/Taming Freire's Pedagogy of the Oppressed (Gustavo Fischman); (18) What Type of Revolution Are We Rehearsing For? Boal's Theater of the Oppressed (Ricardo D. Rosa); and (19) Against All Odds: Implementing Freirian Approaches to Education in the United States (Pia Lindquist Wong). Part V, The Politics of Practice and the Recreation of Theory, contains the following: (20) Flying Below the Radar? Critical Approaches to Adult Education (Peter Mayo); (21) Critical Media Education and Radical Democracy (Douglas Kellner & Jeff Share); (22) Educating Teachers for Critical Education (Kenneth Zeichner & Ryan Flessner); (23) Restoring Collective Memory: The Pasts of Critical Education (Kenneth Teitelbaum); (24) The Educative City and Critical Education (Ramon Flecha); (25) The Citizen School Project: Implementing and Recreating Critical Education in Proto Alegre, Brazil (Luis Armando Gandin); (26) Progressive Struggle and Critical Education Scholarship in Japan: Toward the Democratization of Critical Education Studies (Keita Takayama); and (27) The Circumstances and the Possibilities of Critical Educational Studies in China (Guang-cai Yan & Yin Chang). Part VI, Social Movements and Pedagogic Work, contains the following: (28) Critical Pedagogy is Not Enough: Social Justice Education, Political Participation, and the Politicization of Students (Jean Anyon); (29) Teachers' Unions and Social Justice (Mary Compton & Lois Weiner); (30) Teachers, Praxis, and Minjung: Korean Teachers' Struggle for Recognition (Hee-Ryong Kang); and (31) Community-Based Popular Education, Migration, and Civil Society in Mexico: Working in the Space Left Behind (Jen Sandler). Finally, Part VII, Critical Research Methods for Critical Education, contains the following: (32) Towards a Critical Theory of Method in Shifting Times (Lois Weis, Michelle Fine & Greg Dimitriadis); (33) New Possibilities for Critical Education Research: Uses for Geographical Information Systems (GIS) (Daniel S. Choi); (34) Can Critical Education Research be "Quantitative"? (Joseph J. Ferrare); and (35) Orientalism, the West and Non-West Binary, and Postcolonial Perspectives in Cross-Cultural Research and Education (Yoshiko Nozaki). A list of contributors and an index are also included.

This collection brings together many of the world's leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. "The Routledge International Handbook of the Sociology of Education" examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas: (1) perspectives and theories; (2) social processes and practices; and (3) inequalities and resistances. The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of "sociological work" in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education. This book is divided into three parts. Part I, Perspectives and Theories, includes the following: (1) "Spatializing" the Sociology of Education (Susan L.Robertson); (2) Foucault and Education (Ines Dussel); (3) Education and Critical Race Theory (David Gillborn and Gloria Ladson-Billings); (4) The Ethics of National Hospitality and Globally Mobile Researchers (Johannah Fahey and Jane Kenway); (5) Towards a Sociology of the Global Teacher (Meg Maguire); (6) Codes, Pedagogy and Knowledge (Ursula Hoadley and Johan Muller); (7) Social Democracy, Complexity and Education (Mark Olssen); (8) The "New" Connectivities of Digital Education (Neil Selwyn); (9) A Cheese-slicer by any Other Name? Shredding the Sociology of Inclusion (Roger Slee); (10) The Sociology of Mothering (Carol Vincent); (11) Rationalisation, Disenchantment and Re-enchantment (Philip A. Woods); and (12) Recognizing the Subjects of Education (Deborah Youdell. Part II, Social Processes and Practices, includes the following: (13) Doing the Work of God (Michael W. Apple); (14) New States, New Governance and New Education Policy (Stephen J. Ball); (15) Towards a Sociology of Pedagogies (Bob Lingard); (16) Families, Values, and Class Relations (Andrew Brantlinger, Laurel Cooley and Ellen Brantlinger); (17) Popular Culture and the Sociology of Education (Greg Dimitriadis); (18) Schooling the Body in a Performative Culture (John Evans, Brian Davies and Emma Rich); (19) Tracking and Inequality (Adam Gamoran); (20) Economic Globalisation, Skill Formation and the Consequences for Higher Education Phillip Brown and Hugh Lauder); (21) Education and the Right to the City (Pauline Lipman); (22) A Revisited Theme--Middle Classes and the School (Maria Alice Nogueira); (23) Governing without Governing (Antonio Novoa); and (24) The University in the Twenty-First Century (Boaventura de Souza Santos). Finally, Part III, Inequalities and Resistances, contains the following: (25) The Indian Middle Classes and Educational Advantage (Geetha B. Nambissan); (26) Equality and Social Justice (Kathleen Lynch, Margaret Crean and Marie Moran); (27) Educational Organizations and Gender in Times of Uncertainty (Jill Blackmore); (28) Bringing Bourdieu to "Widening Participation" Policies in Higher Education (Pat Thomson); (29) The Sociology of Elite Education (Agnes Van Zanten); (30) The Dialogic Sociology of the Learning Communities (Ramon Flecha); (31) The Democratization of Governance in the Citizen School Project (Luis Armand Gandin); (32) Syncretism and Hybridity (Kris D. Gutierrez, Arshad Ali and Cecilia Henriquez); (33) Dilemmas of Race-Rememory Buried Alive (Grace Livingston); (34) Momentum and Melancholia (Louise Morley); (35) Sociology, Social Class and Education (Diane Reay); (36) Interfaces Between the Sociology of Education and the Studies about Youth in Brazil (Marilia Pontes Sposito); and (37) Social Class and Schooling (Lois Weis).

This book is organized in three parts that address the following broad topics related to educational computing: discursive practices, i.e., who speaks of educational computing and how (chapters 1-4); classroom practices (chapters 5-6); and democratic possibilities, i.e., the constructive potential of the technology (chapters 7-9). Following an introduction, "Data-Driven Democracy? Social Assessment of Educational Computing" (Hank Bromley), the chapters include the following: (1) "The Mythic Machine: Gendered Irrationalities and Computer Culture" (Zoe Sofia); (2) "The Everyday Aesthetics of Computer Education" (Anthony P. Scott); (3) "Telling Tales out of School: Modernist, Critical, and Postmodern 'True Stories' about Educational Computing" (Mary Bryson & Suzanne de Castell); (4)"Computer Advertising and the Construction of Gender" (Matthew Weinstein); (5) "I Like Computers, but Many Girls Don't: Gender and the Sociocultural Context of Computing" (Brad R. Huber & Janet Ward Schofield); (6) "You Don't Have To Be a Teacher To Teach This Unit: Teaching, Technology, and Control in the Classroom" (Michael W. Apple & Susan Jungck); (7) "Control and Power in Educational Computing" (Peter H. Kahn, Jr. & Batya Friedman); (8) "Using Computers To Connect across Cultural Divides" (Brigid A. Starkey); and (9) "Learning To Exercise Power: Computers and Community Development" (Antonia Stone). Author and subject indexes are included. (Contains 347 references.) (DLS)

As the conservative restoration movement gains power in the educational arena, public schooling itself has come under attack. This book analyzes current educational debates and critiques the rightist proposals for change. Chapter 1 serves as an introduction to cultural politics and education, and addresses hegemonic cultures. Chapter 2 examines the most significant proposals for educational "reform" that have come from the neoliberal and neoconservative alliance. The chapter's major focus is on proposals for a national curriculum and a program of national testing. It argues that one of the perverse effects of a national curriculum will be to legitimize inequality. Chapter 3 analyzes conservative ideological positions and how they threaten schools. However, the chapter also demonstrates how the bureaucratic structures and responses of schools sometimes actually create the conditions under which right-wing movements grow and thrive. It incorporates new-Gramscian, postmodern, and poststructural traditions. The fourth chapter examines the social construction of dropping out as a problem and situates it within the real economy. It presents students' accounts of their educational experiences and encounters with the realities of the free-market economy. Chapter 5 presents a conclusion to the work. An index is included. (Contains 145 references.) (LMI)

This book illustrates how educators in four U.S. communities committed themselves to preparing students for the democratic way of life. In four narratives, educators directly involved in four different school-reform efforts describe how they initiated demographic practices in their educational settings. The four schools serve as reminders that public schools play an important role in laying a firm foundation for the future of American democratic society. Acting as models of democratic principles in action, the schools help students understand the nature of citizenship and teach them the knowledge and skills necessary to maintaining a democracy. The book is based on Dewey's belief that schools should offer students the very qualities that characterize education in a democratic society--shared interests, freedom in interaction, participation, and social relationships. Chapter 1 offers a rationale for democratic schools and describes their characteristics. Chapters 2 through 5 present the stories of the following schools: Central Park East Secondary School (in New York City); the Rindge School of Technical Arts (in the Boston area); La Escuela Fratney (in Milwaukee, Wisconsin); and Marquette Middle Schools (in Madison, Wisconsin). The educators are not unrealistic optimists; they recognize the challenges of financial cuts, pressure from powerful interest groups, bureaucracy, and politically based attacks on programs. (LMI)

This book presents controversial aspects of evaluation and aims at broadening perspectives and insights in the evaluation field. Chapter 1 criticizes modes of evaluation and the basic rationality behind them and focuses on assumptions that have problematic consequences. Chapter 2 introduces concepts of evaluation and examines methods of grading students, judging teacher effectiveness, and determining the worth of new educational programs. Chapter 3 examines logical issues arising from the nature of evaluation and focuses on the place of value judgments in evaluation. Chapter 4 focuses on three questions relating to the products of naturalistic studies. Chapter 5 addresses the following issues: a) the use of regression analysis to discover how and why educational programs are successful or unsuccessful, b) the strengths and weaknesses of various evaluative research designs, c) the effects of statistical and measurement error on conclusions drawn from a study, and d) future trends in evaluation. Chapter 6 discusses three central issues in the field of secondary education. Chapter 7 emphasizes the following themes: a) learning should be examined while it is taking place; b) the milieu in which learning occurs should be analyzed; and c) standardized test outcomes are not the sole criterion on which the success or failure of an educational enterprise should be judged. Chapter 8 presents five substantive theses concerning the roots of the testing and evaluation movement. (PD)

This book consists of eight articles that grew out of a seminar and study group on "School and the Rights of Children," held at the University of Wisconsin, Madison during the spring of 1973. The book is intended to establish a healthy perspective on the extension of the rights and liberties of children in the public schools. The collective view of the authors is that a process of conflict resolution is essential to avoid continued battle over the issue of students rights versus the prerogatives of educational institutions. The individual articles include the following: "Morality, Science, and the Use of the Child in History,""Student Rights and the Social Context of Schooling,""Social-Psychological Concepts and the Rights of Children,""Student Rights and the Misuse of Psychological Knowledge and Language,""The Nature of Claims for Student Rights,""Legal Precedents in Student Rights Cases,""Trends, Conflicts, and Implications in Student Rights," and "Toward Increasing the Potency of Student Rights Claims: Advocacy-Oriented Policy Recommendations." The appendix contains a model High School Student Bill of Rights adopted by the Madison (Wisconsin) Public Schools. (JG)

Over the past few decades, educators have witnessed a slowly growing but significant change in the way they approach their work. Professional curriculum debate now tends to be over procedures, not over what counts as legitimate knowledge. This book aims to reintegrate the ethical, personal, and political into curriculum discourse and decision making. Educators and policymakers need to think about education as being integrally connected to the cultural, political, and economic institutions of the larger society. Chapters include the following: (1) "Values and Politics in the Curriculum" (Landon E. Beyer and Michael W. Apple); (2) "The Effort to Reconstruct the Modern American Curriculum": (Herbert M. Kliebard); (3) "Contestation and Curriculum: The Efforts of American Socialists, 1900-1920" (Kenneth N. Teitelbaum); (4) "What Goes On in Classrooms? Is This the Way We Want It?" (Kenneth A. Sirotnik); (5) "Models of Curriculum Planning" (George J. Posner); (6) "Curriculum Planning and the State: The Dynamics of Control in Education" (Dennis L. Carlson); (7) "Curriculum and Knowledge Selection" (Philip H. Steedman); (8) "Curriculum Platforms and Literature" (Thomas E. Barone); (9) "Democracy and the Curriculum" (George H. Wood); (10) "Curriculum and the Work of Teachers" (Gail McCutcheon); (11) "Teaching, Gender, and Curriculum" (Sara E. Freedman); (12) "Schooling for the Culture of Democracy" (Landon E. Beyer); (13) "Education, Technology, and the Military" (Douglas D. Noble); (14) "A Critical Analysis of Three Approaches to the Use of Computers in Education" (Michael J. Streibel); (15) "Teaching and Technology: The Hidden Effects of Computers on Teachers and Students" (Michael W. Apple); (16) "The Human Problems and Possibilities of Curriculum Evaluation" (George Willis); and (17) "Social Evaluation of Curriculum" (Michael W. Apple and Landon E. Beyer). Endnotes accompany each article; name and general indices are included. (LMI)