Social Theory, Education, and Cultural Change – serie

Critical pedagogy, or education intended to inspire consciousness and action for change, has the potential to become one of the most relevant and powerful tools in urban education today. But how can teachers adapt these theoretical beliefs to meet the needs of today’s urban classrooms? This textbook, intended for undergraduate and graduate courses in education, considers the potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront and transform many of the persistent challenges we presently face in urban education. The book begins with an examination of the historical antecedents of critical pedagogy and cultural studies to provide the necessary contexts for their implications to transform the ways we work with urban youth. The second half of the book focuses on practical applications of critical pedagogy and cultural studies in K-12 urban classrooms. Drawing on numerous case studies and examples to keep students engaged, the text explores how teachers across the K-12 spectrum and across content areas have involved young people in making the world a better place as they have also increased important academic skills. A glossary of terms offers short explanations of key terms associated with critical pedagogy and cultural studies, demystifying language that can cause major roadblocks to students’ fully interacting with these ideas. A list of key works in the field along with a short s descriptions of the book and its significance inspires students’ further study of the field. In an engaging, understandable writing style, this text walks educators through the many ways work in critical pedagogy and cultural studies can fundamentally reshape the urban educational landscape.

Critical pedagogy, or education intended to inspire consciousness and action for change, has the potential to become one of the most relevant and powerful tools in urban education today. But how can teachers adapt these theoretical beliefs to meet the needs of today’s urban classrooms? This textbook, intended for undergraduate and graduate courses in education, considers the potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront and transform many of the persistent challenges we presently face in urban education. The book begins with an examination of the historical antecedents of critical pedagogy and cultural studies to provide the necessary contexts for their implications to transform the ways we work with urban youth. The second half of the book focuses on practical applications of critical pedagogy and cultural studies in K-12 urban classrooms. Drawing on numerous case studies and examples to keep students engaged, the text explores how teachers across the K-12 spectrum and across content areas have involved young people in making the world a better place as they have also increased important academic skills. A glossary of terms offers short explanations of key terms associated with critical pedagogy and cultural studies, demystifying language that can cause major roadblocks to students’ fully interacting with these ideas. A list of key works in the field along with a short s descriptions of the book and its significance inspires students’ further study of the field. In an engaging, understandable writing style, this text walks educators through the many ways work in critical pedagogy and cultural studies can fundamentally reshape the urban educational landscape.

In Globalization and Education: Critical Perspectives , an outstanding group of international contributors explore the increasingly important dimensions of globalization as it affects educational policy and practice in nation-states around the world. Changing conditions in a globalized world-including travel, international media, transnational capitalism, and the role of global organizations and institutions-all have profound implications for the formation and implementation of education policy. Addressing such issues as feminism, multiculturalism, and new technology, this collection of original essays will broaden the context in which educational policy decisions are viewed. Contributors: Michael W. Apple, Jill Blackmore, Nicholas C. Burbules, Juan Ramón Capella, Luiza Cortesão, Greg Dimitriadis, Patrick Fitzsimmons, Douglas Kellner, Bob Lingard, Allan Luke, Carmen Luke, James Marshall, Cameron McCarthy, Raymond A. Morrow, Michael Peters, Thomas S. Popkewitz, Fazal Rizvi, Stephen R. Stoer, and Carlos Alberto Torres.

This book examines critical theories in education research from various points of view in order to critique the relations of power and knowledge in education and schooling practices. It addresses social injustices in the field of education, while at the same time questioning traditional standards of critical theory. Drawing on recent social and literary criticism, this collection identifies conversations across disciplines that address the theoretical and methodological challenges in educational debate. "Critical Theories in Education" offers a rethinking of Marxist theories of education, joining issues of teaching and pedagogy with issues of the state and economy, social movements, literary criticism, pragmatism and postcolonialism.

This book examines critical theories in education research from various points of view in order to critique the relations of power and knowledge in education and schooling practices. It addresses social injustices in the field of education, while at the same time questioning traditional standards of critical theory. Drawing on recent social and literary criticism, this collection identifies conversations across disciplines that address the theoretical and methodological challenges in educational debate. "Critical Theories in Education" offers a rethinking of Marxist theories of education, joining issues of teaching and pedagogy with issues of the state and economy, social movements, literary criticism, pragmatism and postcolonialism.

Engaging and incisive, Chomsky on Democracy and Education is the first collection of writings, talks, and interviews, some previously unpublished, of his views on language, power, policy, and method in education.

Engaging and incisive, Chomsky on Democracy and Education is the first collection of writings, talks, and interviews, some previously unpublished, of his views on language, power, policy, and method in education.

This book takes a serious look at the erosion of democratic public life and public education, and offers directions for re-imagining, re-designing, and re-inventing the current system. Bridging the disciplines of film studies, postcolonial studies, curriculum theory, and politics, these essays suggest new possibilities for curriculum, and shed new light on what shape public education could take in coming decades.

This book takes a serious look at the erosion of democratic public life and public education, and offers directions for re-imagining, re-designing, and re-inventing the current system. Bridging the disciplines of film studies, postcolonial studies, curriculum theory, and politics, these essays suggest new possibilities for curriculum, and shed new light on what shape public education could take in coming decades.

Globalization, Technological Change, and Public Education documents the dramatic changes taking place in public education through the incorporation of new information technologies. These additions to the public school environment have generally been seen as enabling tools to help students and nations compete in the global marketplace. Yet a closer look at the interplay of technological change and organizational restructuring suggests the emergence of new, less promising power relations. Through detailed ethnographic research and interviews in the Los Angeles public school system, Torin Monahan reveals how, with few exceptions, these changes to the educational process are forcing both students and workers to adapt to systems that are ever more rigid and controlling.