Bücher der Reihe Critical Social Thought

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.