Cameron McCarthy – författare

The Uses of Culture , a collection of nine of Cameron McCarthy''s most provocative essays, explores the issues of race, educational reform and cultural politics. This volume looks at the limitations of the cultural exceptionalism which underwrite current curriculum projects such as Afrocentrism, Multiculturalism and Eurocentrism. Drawing upon a variety of literatures as well as popular culture, McCarthy contends that any single ruling identity at the core of a curriculum will be restricting. He offers as a solution a curriculum reform based on the complex, cultural linkages and associations that exist among all human groups, which acknowledge their many sources of knowledge.

The Uses of Culture , a collection of nine of Cameron McCarthy''s most provocative essays, explores the issues of race, educational reform and cultural politics. This volume looks at the limitations of the cultural exceptionalism which underwrite current curriculum projects such as Afrocentrism, Multiculturalism and Eurocentrism. Drawing upon a variety of literatures as well as popular culture, McCarthy contends that any single ruling identity at the core of a curriculum will be restricting. He offers as a solution a curriculum reform based on the complex, cultural linkages and associations that exist among all human groups, which acknowledge their many sources of knowledge.

For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. Beginning with Ideology and Curriculum (1979), Apple moved to understand the relationship between and among the economy, political and cultural power in society on the one hand "and the ways in which education is thought about, organized and evaluated" on the other. This edited collection invites several of the world''s leading education scholars to reflect on the relationships between education and power and the continued impact of Apple''s scholarship. Like Apple''s work itself, the essays will span a range of disciplines and inequalities; emancipatory educational practices; and the linkage between the economy and race, class and gender formation in relation to schools.

For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. Beginning with Ideology and Curriculum (1979), Apple moved to understand the relationship between and among the economy, political and cultural power in society on the one hand "and the ways in which education is thought about, organized and evaluated" on the other. This edited collection invites several of the world''s leading education scholars to reflect on the relationships between education and power and the continued impact of Apple''s scholarship. Like Apple''s work itself, the essays will span a range of disciplines and inequalities; emancipatory educational practices; and the linkage between the economy and race, class and gender formation in relation to schools.

Elite Schools in Globalizing Circumstances foregrounds the richly theoretical and empirically-based work of an international cast of scholars seeking to break out of the confines of the methodological nationalism that now governs so much of contemporary scholarship on schooling. Based on a 5-year extended global ethnography of elite schools in nine different countries—countries defined by colonial pasts linked to England—the contributors make a powerful case for the rethinking of elite schools and elite class formation theory in light of contemporary processes of globalization and transnational change.

Prestigious, high-status schools have long been seen as critical institutional vehicles directly contributing to the societal processes of elite selection and reproduction. This book asserts that much has changed and that these schools can no longer rest on their past laurels and accomplishments. Instead they must re-cast their heritages and tradition in order to navigate the new globally competitive educational field enabling them to succeed in a world in which the globalization of educational markets, the global ambitions and imaginations of school youth, and the emergence of new powerful players peddling entrepreneurial models of curriculum and education, have placed contemporary schooling under tremendous pressure. This insightful and though-provoking volume provides a well-researched perspective on the nature of contemporary schooling in the globalizing era. This book was originally published as a special issue of Globalisation, Societies and Education.

Elite Schools in Globalizing Circumstances foregrounds the richly theoretical and empirically-based work of an international cast of scholars seeking to break out of the confines of the methodological nationalism that now governs so much of contemporary scholarship on schooling. Based on a 5-year extended global ethnography of elite schools in nine different countries—countries defined by colonial pasts linked to England—the contributors make a powerful case for the rethinking of elite schools and elite class formation theory in light of contemporary processes of globalization and transnational change.

Prestigious, high-status schools have long been seen as critical institutional vehicles directly contributing to the societal processes of elite selection and reproduction. This book asserts that much has changed and that these schools can no longer rest on their past laurels and accomplishments. Instead they must re-cast their heritages and tradition in order to navigate the new globally competitive educational field enabling them to succeed in a world in which the globalization of educational markets, the global ambitions and imaginations of school youth, and the emergence of new powerful players peddling entrepreneurial models of curriculum and education, have placed contemporary schooling under tremendous pressure. This insightful and though-provoking volume provides a well-researched perspective on the nature of contemporary schooling in the globalizing era. This book was originally published as a special issue of Globalisation, Societies and Education.