Bücher der Reihe Critical Social Thought

Examines high-stakes standardized testing in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. This title traces standardized testing's origins in the Eugenics and Social Efficiency movements of the late 19th and early 20th century.

Collates nine of the author's essays which explore the issues of race, educational reform and cultural politics. The book looks at the limitations of the cultural exceptionalism which underwrite current curriculum projects such as Afrocentrism, multiculturalism and Eurocentrism.

'So where did you go to school?' is a question that still pricks at our pride and prejudices.There is little research that helps us know just what parents actually do when choosing schools for their children: this book fills the gap.

Using Chicago as a case study of the interconnectedness between neoliberal urban policies on housing, economic development, and education, this book explores the larger implications on equity, justice, and the restructuring of the city. It offers a significant contribution to the various arguments about urban schooling.

This textbrings together influential scholars in the field of methodology to discuss the underlying belief that method can no longer be understood as an innocent tool to be used by disinterested technicians.

Through ethnographic research, this 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 US society which purport to be allied with them. It also provides a hopeful message and a practical vision.

In this text US educators describe systems which will educate diverse populations in their customs and heritages, and transform schools into places of intellectual vitality with strong connection to their local social environment.

In dialogues with eleven key thinkers in the area of critical education, this book documents how a tradition of study grew in the United States. Through in-depth interviews these thinkers talk about their personal experiences and their work.

This collection looks at the influence of Raymond Williams on the work of radical intellectuals. It especially looks at the limitation of Williams' political vision and commitment.

Lays out a post-reform agenda that moves beyond the neo-liberal, competition framework to define a accountability, a pedagogy, and a leadership role definition. This book argues for the need to move away from inauthentic and inequitable approaches to school reform in order to start a conversation about an alternative vision of education.

In the colorblind era of Post-Civil Rights America, race is often wrongly thought to be irrelevant or, at best, a problem of racist individuals rather than a systemic condition to be confronted. This book interrupts this assumption by reaffirming a critical appreciation of the central role that race and racism still play in schools and society.

This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent.

Offers an approach to understanding the complex and multi-dimensional perspectives of Black literate lives in the United States. This book reinterprets historiographies of Black self-determination and self-reliance to interrupt stereotypes of African American literacy practices.

Presents an analysis of 'rightist multiculturalism' in the curriculum battle for cultural supremacy. This book reveals the neo-conservative evolution and contradictory ideology of the Core Knowledge school reform movement.

This title examines the transitive relation between politics and actual classroom practice. They show that educational policy serves as political propaganda directed at an electorate desperate for change.

This book analyses the ways in which schools in urban areas are shaped and influenced by social, economic and political forces within the social environment. Utilizing research from schools in Chicago, the book will show how schools attempt to

A detailed account of how student performance and teacher accountability is being mapped through standardized tests. Amongst issues covered is that of "authentic learning" vs. "practice drill" learning.

The author of this book explores issues of race, class, and gender among white working class youths, and considers the roles of school and family in the production of the self.

McNeil blames the poor quality of high school instruction for the tensions between the social control purposes of schooling and the schools' educational goals.

Working Method focuses on the theory, method, and politics of contemporary social research. As ethnographic and qualitative research become more popular, noted scholars Weis and Fine provide a roadmap for understanding the complexities involved

Focuses on the difficult issues in urban education, putting street-savvy students at the forefront of the discussion on how to best make successful changes for inner city schools. Individual chapters discuss depictions of black America, the social complexity of the teacher-student relationship, and more.

A critical analysis of the actors and interests behind education policies, Mapping Corporate Education Reform uncovers the frequently obscured operations of educational governance and offers key insights into education reform at the present moment.

Ideal for scholars and students of critical pedagogy, philosophy of education, and political theory, this collection delineate the necessity of critical consciousness through education, and provides ways of speaking back against authoritarian control of imaginative and critical capacities.