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Contradictions Of School Reform

Author: Linda McNeil
Publisher: Routledge
ISBN: 1135963282
Size: 15.97 MB
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First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

High Stakes Education

Author: Pauline Lipman
Publisher: Psychology Press
ISBN: 9780415935074
Size: 35.59 MB
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What are the implications of education accountability reforms, particularly in urban schools, in a political, economic, and cultural context of intensifying globalization and increasing social inequality and marginalization along lines of race and class? High StakesEducationprovides a cogent and critical examination of such questions, investigating concretely the political economy of neoliberal education reforms and the cultural politics of race. Using Chicago--a standard bearer for high stakes testing and centralized regulation of schools--as a case study, noted scholar Pauline Lipman argues there is a strategic relationship between these policies and processes of economic restructuring, racialized social control, and globalization.

Market Movements

Author: Thomas C. Pedroni
Publisher: Routledge
ISBN: 113591351X
Size: 67.50 MB
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Winner of the 2009 Critics Choice Book Award of the American Educational Studies Association (AESA) Through careful ethnographic research, Market Movements represents community leaders, school officials, and most importantly, African American working class families who have used vouchers as a means of removing their children from public schools they deemed unacceptable. The book works to discern the overlaps and tensions between the educational visions of African American voucher families and those of powerful conservative educational forces in U.S. society which purport to be allied with them. To the extent that there are points of divergence with the educational right, and points of convergence with educational progressives, this book provides a hopeful message and a practical vision. It seeks to accomplish some of the critical empirical and conceptual groundwork that is necessary in order to renew the increasingly fractious relations between those social actors—teachers, communities of color, critical researchers, and labor unions—most likely to defend and expand previous social democratic victories.

Learning To Labor In New Times

Author: Nadine Dolby
Publisher: Psychology Press
ISBN: 9780415948555
Size: 56.65 MB
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Learning to Labor in New Times foregrounds nine essays which re-examine the work of noted sociologist Paul Willis, 25 years after the publication of his seminal Learning to Labor, one of the most frequently cited and assigned texts in the cultural studies and social foundations of education.

The Critical Turn In Education

Author: Isaac Gottesman
Publisher: Routledge
ISBN: 1317670973
Size: 59.10 MB
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The Critical Turn in Education traces the historical emergence and development of critical theories in the field of education, from the introduction of Marxist and other radical social theories in the 1960s to the contemporary critical landscape. The book begins by tracing the first waves of critical scholarship in the field through a close, contextual study of the intellectual and political projects of several core figures including, Paulo Freire, Samuel Bowles and Herbert Gintis, Michael Apple, and Henry Giroux. Later chapters offer a discussion of feminist critiques, the influx of postmodernist and poststructuralist ideas in education, and critical theories of race. While grounded in U.S. scholarship, The Critical Turn in Education contextualizes the development of critical ideas and political projects within a larger international history, and charts the ongoing theoretical debates that seek to explain the relationship between school and society. Today, much of the language of this critical turn has now become commonplace—words such as "hegemony," "ideology," and the term "critical" itself—but by providing a historical analysis, The Critical Turn in Education illuminates the complexity and nuance of these theoretical tools, which offer ways of understanding the intersections between individual identities and structural forces in an attempt to engage and overturn social injustice.

Teaching For Social Justice

Author: Connie E. North
Publisher:
ISBN:
Size: 46.82 MB
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At the dawning of the twenty-first century, the term 'social justice' pervades educational publications, programs, and curricular materials. Rarely, however, is the substantive meaning of this label made explicit or publicly debated outside of the university setting. This qualitative case study examines the process of four K-12 educators and a dissertator discussing, studying, and acting on the potential power of 'social justice.' The four educators had varied life histories and social group affiliations and worked in different kinds of schools in a single county.

Leadership For Social Justice

Author: Anthony H. Normore
Publisher: Iap
ISBN:
Size: 54.37 MB
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A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, Auburn University The purpose of this book series is to promote research on educational leadership for social justice. Specifically, we seek edited volumes, textbooks, and full!length studies focused on research that explores the ways educational leadership preparation and practice can be a means of addressing equity concerns throughout P-20 education. Within this book Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry and Reflective Practice the contributors provide a variety of rich perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs. These designs reiterate the importance of bridging theory and practice while simultaneously producing significant research and scholarship in the field. Collectively, the authors seek to give voice to empowering, social justicefocused research-an area that continues to garner much interest in the areas of educational leadership research, teaching, and learning. In conjunction with the "theme" of this issue, the chapters offer research from an American perspective and offer suggestions, and implications for the field of educational leadership on both a national and international level. The collection contributes to research, theory and practice in educational and community settings.