Michael W. Apple – författare

Since 1979, Ideology and Curriculum has been a path breaking statement on the relationship between cultural and economic power in education. The new edition of this now classic text has been updated by celebrated author and activist Michael W. Apple to include a full new chapter on the book’s lasting critical agenda in the context of the contemporary conservative climate. A new substantive preface introduces the fourth edition, reflecting on earlier arguments and developments from the intervening years while a concluding interview details the author’s background and continuing efforts toward building a more equitable society. In celebration of the 40th anniversary of its publication, this highly-anticipated new edition firmly situates Ideology and Curriculum as one of the most important education titles of our time.

Since 1979, Ideology and Curriculum has been a path breaking statement on the relationship between cultural and economic power in education. The new edition of this now classic text has been updated by celebrated author and activist Michael W. Apple to include a full new chapter on the book’s lasting critical agenda in the context of the contemporary conservative climate. A new substantive preface introduces the fourth edition, reflecting on earlier arguments and developments from the intervening years while a concluding interview details the author’s background and continuing efforts toward building a more equitable society. In celebration of the 40th anniversary of its publication, this highly-anticipated new edition firmly situates Ideology and Curriculum as one of the most important education titles of our time.

Contemporary education research, policy and practice are complex and challenging. The political struggle over what constitutes curriculum and pedagogy is framed by quasi-markets and technocratic models of education. This has had a significant effect on larger issues of policy. But it has also had profound effects inside educational sites in terms of the economics and politics of what is and is not considered 'legitimate' knowledge, over what should be taught, how it should be taught, and by whom.Re-imagining Education for Democracy takes up the unfinished project of resisting the de-democratisation of education and growing levels of social and educational inequality. Where are the spaces for change and articulating hopeful alternatives? How might we imagine and produce different futures? What are the opportunities for affirmative interference, and how could we produce a more sustainable re-imagining and re-doing of the critical project of education? The work is framed within two complementary sections: the first addresses some key policy, political and philosophical concerns of contemporary educational contexts, while the second provides a series of empirical case studies and other local–global narratives of resisting and reframing dominant discourses in education around the world. The chapters provide a range of empirical, methodological and conceptual focuses, from different educational communities and international contexts, engaging with the proposition of re-imagining education for democracy in multiple and diverse ways. This book will be essential reading for researchers and students of education research, policy and practice.

Contemporary education research, policy and practice are complex and challenging. The political struggle over what constitutes curriculum and pedagogy is framed by quasi-markets and technocratic models of education. This has had a significant effect on larger issues of policy. But it has also had profound effects inside educational sites in terms of the economics and politics of what is and is not considered 'legitimate' knowledge, over what should be taught, how it should be taught, and by whom.Re-imagining Education for Democracy takes up the unfinished project of resisting the de-democratisation of education and growing levels of social and educational inequality. Where are the spaces for change and articulating hopeful alternatives? How might we imagine and produce different futures? What are the opportunities for affirmative interference, and how could we produce a more sustainable re-imagining and re-doing of the critical project of education? The work is framed within two complementary sections: the first addresses some key policy, political and philosophical concerns of contemporary educational contexts, while the second provides a series of empirical case studies and other local–global narratives of resisting and reframing dominant discourses in education around the world. The chapters provide a range of empirical, methodological and conceptual focuses, from different educational communities and international contexts, engaging with the proposition of re-imagining education for democracy in multiple and diverse ways. This book will be essential reading for researchers and students of education research, policy and practice.

Disrupting Hate in Education aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the "saffronization" of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.

Disrupting Hate in Education aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the "saffronization" of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.

Critical Studies of Education in Asia features analyses that take seriously the complex postcolonial, historical, and cultural consciousnesses felt across societies in Asia, and that bring these to bear on the changing terrain of knowledge, subjectivities, and power relations constructed both within schools and across the public sphere.In documenting the multiple sites of conflict and contestation both between and within states in Asia and a host of pedagogic agents – ministries of education, state boards and agencies, schools, teachers and teacher unions, university departments of education, local interest groups, the media, international standards agencies, and global educational reform discourses – the chapters in this volume illuminate the struggles over knowledge, education, and the work of schools. Faced with emergent global and local forces that are determined to challenge ‘official’ knowledge and to offer alternative understandings of education and society in Asia, this volume offers critical insights for academic researchers, policy- makers, and graduate students seeking to understand the tensions and possibilities of educational change in the region. This book was originally published as a special issue of Curriculum Inquiry.

This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. The Routledge International Handbook of the Sociology of Education examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas: perspectives and theories social processes and practices inequalities and resistances. The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ‘sociological work’ in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education.

This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. The Routledge International Handbook of the Sociology of Education examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas: perspectives and theories social processes and practices inequalities and resistances. The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ‘sociological work’ in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education.

Challenging and complex questions around inequality and power have been persistent within modern systems of education since their inception. But in the last four or five decades the vibrant field of critical education has developed and grown in response to such issues. Specifically, education scholars adopting a critical approach seek to interrogate how social, economic, cultural, linguistic, racial, sexual, and other forms of difference intersect and play out within school policy and classroom practices. Additionally, such scholars have shed light on the ways in which education can transform schools and society to be more just and radically democratic.The learned editors of this landmark Routledge Major Work collection argue that the field of critical education has become central within educational research. Most teacher-training programmes include courses that examine both the problems of inequality in education, and also how teachers and scholars can work to ameliorate those same problems. Moreover, the reach of critical educational research, policy, and practice is now truly international. The influence of these perspectives in Brazil and throughout Latin America, in part due to the work of Paulo Freire, is particularly striking. Powerful currents of critical education can also be found in Europe, Asia, and Africa. For example, entire states within India have based their efforts in school reform and the interruption of educationally driven inequalities around the principles of critical pedagogic and curricular traditions, arguments, and practices that have been enunciated in the literature. Another example can be found in China, where Beijing Normal University—which has the most influential school of education in China—has established a research centre in the name of the lead editor of this collection to document and spread the national and international influences of critical education.With the established and growing potency and influence of critical education across national borders, this new Routledge title answers the need for an authoritative reference work to enable users to map and make sense of critical approaches to education. The volumes focus on both historical antecedents in the field (including key works produced before the term ‘critical education’ gained wide currency but which anticipate approaches now included under that rubric), as well as what might be considered foundational or guiding texts that broke new theoretical or political ground in their time. They also address crucial controversies and contradictions, while bringing together some of the sharpest and most insightful pieces of contemporary critical education scholarship and points towards significant new directions in the field.Supplemented with a full index, and general and volume introductions, newly written by the editors, which situate the collected materials in their historical and intellectual context, Critical Education is certain to be appreciated by scholars, students, and researchers as a vital reference and pedagogic resource.

First published in 1982, this collection of essays provides an analysis of education’s contradictory role in social reproduction. It looks at the complex relations between the economic, political and cultural spheres of society, both historically and at the time of publication, and hones the wider range of debate in on education. This volume will be of interest to those studying sociology and equality in education.

First published in 1982, this collection of essays provides an analysis of education’s contradictory role in social reproduction. It looks at the complex relations between the economic, political and cultural spheres of society, both historically and at the time of publication, and hones the wider range of debate in on education. This volume will be of interest to those studying sociology and equality in education.

First published in 1982, Education and Power remains an important volume for those committed to critical education. In this text Michael Apple first articulated his theory on educational institutions and the reproduction of and resistance to unequal power relations, and provided a thorough examination of the ways in which race-gender-class dynamics are embedded in, and reflected through, curricular issues. While many of the theories set forward in this book are now taken for granted by the left in education, they were nothing short of revolutionary when first proposed. In this newly reissued classic edition, Apple suggests that we need to take seriously the complicated and contradictory economic, political and cultural structures that provide for some of the most important limits on, and possibilities for, critical education. He re-examines his earlier arguments and reflects on what has happened over the intervening years. Education and Power is a vital example of the call to challenge the assumptions that underpin so much of what happens in education.

Despite the vast differences between the Right and the Left over the role of education in the production of inequality one common element both sides share is a sense that education can and should do something about society, to either restore what is being lost or radically alter what is there now. The question was perhaps put most succinctly by the radical educator George Counts in 1932 when he asked "Dare the School Build a New Social Order?", challenging entire generations of educators to participate in, actually to lead, the reconstruction of society. Over 70 years later, celebrated educator, author and activist Michael Apple revisits Counts’ now iconic works, compares them to the equally powerful voices of minoritized people, and again asks the seemingly simply question of whether education truly has the power to change society. In this groundbreaking work, Apple pushes educators toward a more substantial understanding of what schools do and what we can do to challenge the relations of dominance and subordination in the larger society. This touchstone volume is both provocative and honest about the ideological and economic conditions that groups in society are facing and is certain to become another classic in the canon of Apple’s work and the literature on education more generally.

Despite the vast differences between the Right and the Left over the role of education in the production of inequality one common element both sides share is a sense that education can and should do something about society, to either restore what is being lost or radically alter what is there now. The question was perhaps put most succinctly by the radical educator George Counts in 1932 when he asked "Dare the School Build a New Social Order?", challenging entire generations of educators to participate in, actually to lead, the reconstruction of society. Over 70 years later, celebrated educator, author and activist Michael Apple revisits Counts’ now iconic works, compares them to the equally powerful voices of minoritized people, and again asks the seemingly simply question of whether education truly has the power to change society. In this groundbreaking work, Apple pushes educators toward a more substantial understanding of what schools do and what we can do to challenge the relations of dominance and subordination in the larger society. This touchstone volume is both provocative and honest about the ideological and economic conditions that groups in society are facing and is certain to become another classic in the canon of Apple’s work and the literature on education more generally.

The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as:social movements and pedagogic workcritical research methods for critical educationthe politics of practice and the recreation of theorythe freirian legacy.With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future.

This third edition of Official Knowledge, a classic text from one of education’s most distinguished scholars, challenges readers to critically examine how certain knowledge comes to be “official,” and whose agendas this knowledge represents. A probing and award-winning study, this new edition builds on the tradition of its predecessors to question the rightist resurgence in education while substantive updates throughout show how such policies continue to define our commonsense notions about what counts as a good school. A new preface and two full, new chapters address current controversies over curriculum and textbooks, and extend the discussion of previous editions to reflect on some of the most important pressures being placed on higher education as well. Apple also considers the recent conversion of some prominent neoliberal, neoconservative, and managerial thinkers to more critical understandings of educational policies, proving that progressive change is possible if we examine the roots of these ideologies in the first place. As insightful as it is thorough, Official Knowledge is a refreshing call to challenge the dominant forces within education today, as Apple powerfully illustrates how larger social movements are only possible if we purposefully and inclusively deepen our understanding of the existing body of knowledge about education.

This third edition of Official Knowledge, a classic text from one of education’s most distinguished scholars, challenges readers to critically examine how certain knowledge comes to be “official,” and whose agendas this knowledge represents. A probing and award-winning study, this new edition builds on the tradition of its predecessors to question the rightist resurgence in education while substantive updates throughout show how such policies continue to define our commonsense notions about what counts as a good school. A new preface and two full, new chapters address current controversies over curriculum and textbooks, and extend the discussion of previous editions to reflect on some of the most important pressures being placed on higher education as well. Apple also considers the recent conversion of some prominent neoliberal, neoconservative, and managerial thinkers to more critical understandings of educational policies, proving that progressive change is possible if we examine the roots of these ideologies in the first place. As insightful as it is thorough, Official Knowledge is a refreshing call to challenge the dominant forces within education today, as Apple powerfully illustrates how larger social movements are only possible if we purposefully and inclusively deepen our understanding of the existing body of knowledge about education.

In his seminal volume first published in 1982 Michael Apple articulates his theory on educational institutions and the reproduction of unequal power relations and provides a thorough examination of the ways in which race-gender-class dynamics are embedded in, and reflected through, curricular issues. This second edition contains a re-examination of earlier arguments as well as reflections on recent changes in education.

The State and the Politics of Knowledge extends the insightful arguments Michael Apple provided in Educatingthe "Right" Way in new and truly international directions. Arguing that schooling is, by definition, political, Apple and his co-authors move beyond a critical analysis to describe numerous ways of interrupting dominance and creating truly democratic and realistic alternatives to the ways markets, standards, testing, and a limited vision of religion are now being pressed into schools.

The question of whose perspective, experience and history is privileged in educational institutions has shaped curriculum debates for decades. In this insightful collection, Michael W. Apple and Kristen L. Buras interrogate the notion that some knowledge is worth more than others. The Subaltern Speak combines an analysis of the ways in which various forms of power now operate, with a specific focus on spaces in which subaltern groups act to reassert their own perceived identities, cultures and histories.

The question of whose perspective, experience and history is privileged in educational institutions has shaped curriculum debates for decades. In this insightful collection, Michael W. Apple and Kristen L. Buras interrogate the notion that some knowledge is worth more than others. The Subaltern Speak combines an analysis of the ways in which various forms of power now operate, with a specific focus on spaces in which subaltern groups act to reassert their own perceived identities, cultures and histories.

In this book Apple explores the 'conservative restoration' - the rightward turn of a broad-based coalition that is making successful inroads in determining American and international educational policy. It takes a pragmatic look at what critical educators can do to build alternative coalitions and policies that are more democratic. Apple urges this group to extricate itself from its reliance on the language of possibility in order to employ pragmatic analyses that address the material realities of social power.

In this book Apple explores the 'conservative restoration' - the rightward turn of a broad-based coalition that is making successful inroads in determining American and international educational policy. It takes a pragmatic look at what critical educators can do to build alternative coalitions and policies that are more democratic. Apple urges this group to extricate itself from its reliance on the language of possibility in order to employ pragmatic analyses that address the material realities of social power.

The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as:social movements and pedagogic workcritical research methods for critical educationthe politics of practice and the recreation of theorythe freirian legacy.With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future.

Education cannot be understood today without recognizing that nearly all educational policies and practices are strongly influenced by an increasingly integrated international economy. Reforms in one country have significant effects in others, just as immigration and population tides from one area to another have tremendous impacts on what counts as official knowledge and responsive and effective education. But what are the realities of these global crises that so many people are experiencing and how do their effects on education resonate throughout the world?Global Crises, Social Justice, and Education looks into the ways we understand globalization and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world. From some of the world’s leading critical educators and activists, this timely new collection provides thorough and detailed analyses of four specific centers of global crisis: the United States, Japan, Israel/Palestine, and Mexico. Each chapter engages in a powerful and critical analysis of what exactly is occurring in these regions and counters with an equally compelling critical portrayal of the educational work being done to interrupt global dominance and subordination. Without settling for vague ideas or romantic slogans of hope, Global Crises, Social Justice, and Education offers real, concrete examples and strategies that will contribute to ongoing movements and counter-hegemonic struggles already active in education today.

Education cannot be understood today without recognizing that nearly all educational policies and practices are strongly influenced by an increasingly integrated international economy. Reforms in one country have significant effects in others, just as immigration and population tides from one area to another have tremendous impacts on what counts as official knowledge and responsive and effective education. But what are the realities of these global crises that so many people are experiencing and how do their effects on education resonate throughout the world?Global Crises, Social Justice, and Education looks into the ways we understand globalization and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world. From some of the world’s leading critical educators and activists, this timely new collection provides thorough and detailed analyses of four specific centers of global crisis: the United States, Japan, Israel/Palestine, and Mexico. Each chapter engages in a powerful and critical analysis of what exactly is occurring in these regions and counters with an equally compelling critical portrayal of the educational work being done to interrupt global dominance and subordination. Without settling for vague ideas or romantic slogans of hope, Global Crises, Social Justice, and Education offers real, concrete examples and strategies that will contribute to ongoing movements and counter-hegemonic struggles already active in education today.

With a focus on educational computing, this book examines how technological practices align with or subvert existing forms of dominance. Examines the important question: Is the enormous financial investment school districts are making in computing technology a good idea?Is the enormous financial investment school districts are making in computing technology a good idea? With a focus on educational computing, Education/Technology/Power examines how technological practices align with or subvert existing forms of dominance.

As Asian education systems increasingly take on a stronger presence on the global educational landscape, of special interest is an understanding of the ways in which many of these states direct their schools towards higher achievement. What is missing, however, are accounts that take seriously the particular construction of the strong, developmental state witnessed across many Asian societies, and that seek to understand the politics and possibilities of curriculum change vis a vis precisely the dominance of such a state. By engaging in analyses based on some of the best current social and cultural theories, and by illuminating the interactions among various state and non-state pedagogic agents, the chapters in this volume account for the complex post-colonial, historical and cultural consciousnesses that many Asian states and societies experience. At a time when much of the educational politics in Asia remains in a state of transition and as many of these states seek out through the curriculum new forms of social control and novel bases of political legitimacy, such a volume offers enduring insights into the real if not also always relative autonomy that schools and communities maintain in countering the hegemonic presence of strong states.