Michael W. Apple is the John Bascom Professor of Curriuclum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison, USA, and and Professor of Educational Policy Studies at the Institute of Education, University of London. He is also an elected member of the American Academy of Arts & Sciences.

"...these books (Can Education Change Society? and Knowledge, Power, and Education) together reminds us that all our individual and local counter-hegemonic efforts in our own colleges, departments, and home communities need to reach out to similar and more regional and national movements. It is the only through such efforts of counter-hegemonic extension that "decentered unities" are formed and Badiouian events occur. Although Badiouian events appear to happen suddenly and out of nowhere, in fact they typically follow years and decades (sometime centuries) of counter-hegemonic struggle.Apple's body of work, generally, and his most recent two books in particular, are a reminder and guide to the "realization of the importance of understanding the connections amoung intersecting power relations and working toward the long-term goals involved in building [what Williams called] 'the long revolution'" - Hans G Despain, Nichols College Massachusetts, Marx & Philosophy Review of Books

• CHAPTER 1On Being a Scholar/Activist: An Introduction to Knowledge, Power, and EducationCHAPTER 2On Analyzing HegemonyCHAPTER 3Commonsense Categories and the Politics of LabelingCHAPTER 4Seeing Education Relationally: The Stratification of Culture and People in the Sociology of School Knowledge (with Lois Weis)CHAPTER 5Curricular Form and the Logic of Technical Control: Commodification ReturnsCHAPTER 6Controlling the Work of TeachersCHAPTER 7The Other Side of the Hidden Curriculum: Culture as LivedCHAPTER 8The Culture and Commerce of the TextbookCHAPTER 9Cultural Politics and the Text CHAPTER 10Consuming the Other: Whiteness, Education, and Cheap French Fries CHAPTER 11The Politics of Official Knowledge: Does a National Curriculum Make Sense? CHAPTER 12Producing Inequalities: Conservative Modernization in Policy and PracticeCHAPTER 13We Are the New Oppressed: Gender, Culture, and the Work of Home SchoolingCHAPTER 14Global Crises, Social Justice, and Teacher Education