Many factors contribute to the way individuals come to an understanding of what schooling is about and where it might be headed. This book explores the role of popular culture in that process.The authors illustrate how powerful and suggestive images and ideas about teachers, learning, and other aspects of schooling are constructed in the "texts" of various modes of popular culture. As a basis for further inquiry, the book describes important tendencies and patterns in the representation of aspects of schooling. It also provides examples of analytical approaches and strategies for thinking about the significance of patterns with respect to questions of meaning, power, and pedagogy in schooling practices. At the interface of educational and cultural studies, the book encourages inquiry into mainstream popular culture, and explores how this culture contributes to forms of discourse about the nature and direction of schooling.

Shows how schools help people to cope with disasters and rebuild their communities.Hurricane Andrew struck South Florida early on Monday morning, August 24, 1992. Widely described as the worst natural disaster in modern U.S. history, the storm left 38 people dead in South Florida, 80,000 homes destroyed, and damage estimates of at least $20 billion. The area devastated by the hurricane was approximately three times the size of Manhattan. Almost 250,000 people were left homeless by Andrew-roughly the population of the entire city of Las Vegas, Nevada. Garbage generated by the storm in a single night was equal to the projected landfill for Dade County for the next thirty years.Hurricane Andrew, the Public Schools and the Rebuilding of Community addresses the experience of the Dade County Public Schools-its teachers and students, administrators and staff-during the first school year following the storm. In particular, it examines the role of the schools in helping people cope with a disaster of the magnitude of Hurricane Andrew, and more specifically, with their role in rebuilding community.

This book analyzes the organizational interface between the public and higher education sectors as policy leaders experiment with cooperative strategies to optimize legislative appropriations, compete for organizational domain in vocational education, work together to manage a joint crisis posed by a popular tax revolt, and use the symbols of cooperation to build libraries in higher education. Focusing on the state of Utah, this micro-analysis of political relationships between policy elites-as conditioned by the organization rank and file-illuminates the political culture of upper echelon policymaking in education, focusing on the complex fabric of interests and contingencies that policymakers perceive and respond to in specific political circumstances.Abrams provides an in-depth, policy specific case-in-point of the political implications of a more competent state government presence in our public life. He draws perspectives from several research traditions in the social sciences to explain the dynamics of organizational competition and cooperation. The resulting analysis of state-level education politics is provocative and unconventional, and heightens our understanding of why the two education sectors must compete, and how they can cooperate.

Channel One, an electronic curriculum that was developed primarily to sell products in the marketplace, is cablecast daily to approximately twelve-thousand public high schools in the United States. About one quarter of our public secondary schools have been wired by Whittle Communications, a private company, for the delivery of this required news program. This translates to a captive audience for advertisements of around eight- to nine-million teens.The political, economic, social, and cognitive impact of Channel One will be vast. How did school board members and administrators arrive at the decision to include Channel One in their districts? What is the form and content of news and advertising on Channel One? Do students pay attention to the news? To the ads? Do students learn from Channel One? These questions, among others, are addressed in this book. By employing various forms of discourse analyses, critical theory, rhetorical analysis, structural and post-structural readings, descriptive case studies, and traditional-effects studies, the authors provide a thorough investigation into Channel One.

This groundbreaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an "extreme case," since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaum's juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of "common sense" distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understandingThe book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture.

Winner of the 1998 American Educational Studies Association Critics' Choice Titles Focusing on the cultural history of the origins of outcome-based education (OBE), this book investigates the social and economic culture of Johnson City, New York, schools. OBE has often been proclaimed the salvation for ailing American schools and has spread to thousands of school districts throughout the United States. The reform has also been the lightning rod for fierce challenges from community members who oppose OBE's dismantling of the bell-shaped curve and its promotion of secular humanism.The author uncovers the messy business of school change and its deep roots in the values of the local community and economy. Grounding the story historically and theoretically, Desmond analyzes the reshaping of the Johnson City schools from a production mill for blue collar workers to a development center of technologically minded, middle-class, well-educated citizens. She argues that the heart of successful, synergistic school reform lies in the consensus that children have unlimited learning capacity and a long-term moral leadership that is committed to caring, reciprocal relationships of power.

Explores, interprets, and critically analyzes various success ethics that have shaped American culture and education. It also formulates new forms of the success ethic in order to uncover overlooked models and to overcome the shortcomings of previous genres.The Success Ethic, Education, and the American Dream analyzes, interprets, and critically evaluates various success ethics and their impact on American culture and education. It also formulates new models of the success ethic for the future. The quest for success propels persons down diverse life paths as they seek the American Dream. In this quest, informal education follows the blandishments of self-improvement formulas that promise wealth, mobility, status, and respect.Self-improvement literature, which began in America with Benjamin Franklin, proliferated in the nineteenth century and has since developed a number of different genres. Earlier studies provided nineteenth- and early twentieth-century embodiments of the success ethic and biographical material, but neglected many important figures and offered largely uncritical presentations. This book identifies and explores the contributions of these neglected figures and critically assesses the different success ethics from three perspectives: psychological, philosophical, and social.

Researchers and practitioners identify and examine systemic violence in schools from a number of perspectives including school administration policies, pedagogical methods, educational labeling, classroom interaction, childhood games, and teacher reactions, as well as child abuse. Includes practical suggestions for addressing systemic violence.Although compulsory schooling intends to develop the potential of all students, some students may actually be harmed by schooling practices. In this book, researchers and practitioners identify and examine various aspects of systemic violence, particularly as it is embedded in administrative and pedagogical practices. Some of these are obvious-racism, harassment, and child abuse-however, systemic violence is insidious and may reside in "common sense" practices intended to improve student performance. The authors explore some of these subtle manifestations of violence from a variety of perspectives by investigating school administration policies, pedagogical methods, labeling, classroom interaction, children's games, and teacher reactions to child abuse.

Many factors contribute to the way individuals come to an understanding of what schooling is about and where it might be headed. This book explores the role of popular culture in that process.The authors illustrate how powerful and suggestive images and ideas about teachers, learning, and other aspects of schooling are constructed in the "texts" of various modes of popular culture. As a basis for further inquiry, the book describes important tendencies and patterns in the representation of aspects of schooling. It also provides examples of analytical approaches and strategies for thinking about the significance of patterns with respect to questions of meaning, power, and pedagogy in schooling practices. At the interface of educational and cultural studies, the book encourages inquiry into mainstream popular culture, and explores how this culture contributes to forms of discourse about the nature and direction of schooling.

Shows how schools help people to cope with disasters and rebuild their communities.Hurricane Andrew struck South Florida early on Monday morning, August 24, 1992. Widely described as the worst natural disaster in modern U.S. history, the storm left 38 people dead in South Florida, 80,000 homes destroyed, and damage estimates of at least $20 billion. The area devastated by the hurricane was approximately three times the size of Manhattan. Almost 250,000 people were left homeless by Andrew-roughly the population of the entire city of Las Vegas, Nevada. Garbage generated by the storm in a single night was equal to the projected landfill for Dade County for the next thirty years.Hurricane Andrew, the Public Schools and the Rebuilding of Community addresses the experience of the Dade County Public Schools-its teachers and students, administrators and staff-during the first school year following the storm. In particular, it examines the role of the schools in helping people cope with a disaster of the magnitude of Hurricane Andrew, and more specifically, with their role in rebuilding community.

This book analyzes the organizational interface between the public and higher education sectors as policy leaders experiment with cooperative strategies to optimize legislative appropriations, compete for organizational domain in vocational education, work together to manage a joint crisis posed by a popular tax revolt, and use the symbols of cooperation to build libraries in higher education. Focusing on the state of Utah, this micro-analysis of political relationships between policy elites-as conditioned by the organization rank and file-illuminates the political culture of upper echelon policymaking in education, focusing on the complex fabric of interests and contingencies that policymakers perceive and respond to in specific political circumstances.Abrams provides an in-depth, policy specific case-in-point of the political implications of a more competent state government presence in our public life. He draws perspectives from several research traditions in the social sciences to explain the dynamics of organizational competition and cooperation. The resulting analysis of state-level education politics is provocative and unconventional, and heightens our understanding of why the two education sectors must compete, and how they can cooperate.

Channel One, an electronic curriculum that was developed primarily to sell products in the marketplace, is cablecast daily to approximately twelve-thousand public high schools in the United States. About one quarter of our public secondary schools have been wired by Whittle Communications, a private company, for the delivery of this required news program. This translates to a captive audience for advertisements of around eight- to nine-million teens.The political, economic, social, and cognitive impact of Channel One will be vast. How did school board members and administrators arrive at the decision to include Channel One in their districts? What is the form and content of news and advertising on Channel One? Do students pay attention to the news? To the ads? Do students learn from Channel One? These questions, among others, are addressed in this book. By employing various forms of discourse analyses, critical theory, rhetorical analysis, structural and post-structural readings, descriptive case studies, and traditional-effects studies, the authors provide a thorough investigation into Channel One.

This groundbreaking book analyzes contemporary education discourse in the light of curriculum politics and popular culture, using sources ranging from academic scholarship to popular magazines, music video, film and television game shows. Mathematics is used as an "extreme case," since it is a discipline so easily accepted as separable from politics, ethics or the social construction of knowledge. Appelbaum's juxtaposition of popular culture, public debate and professional practice enables an examination of the production and mediation of "common sense" distinctions between school mathematics and the world outside of schools. Terrain ordinarily displaced or excluded by traditional education literature becomes the pendulum for a new conversation which merges research and practice while discarding pre-conceived categories of understandingThe book also serves as an entertaining introduction to emerging theories in cultural studies, progressively illustrating the uses of discourse analysis for comprehending ideology, the implications of power/knowledge links, professional practice as a technology of power, and curriculum as at once commodities and cultural resources. In this way, Appelbaum effectively reveals a direction for teachers, students and researchers to cooperatively form a community attentive to the politics of curriculum and popular culture.

Winner of the 1998 American Educational Studies Association Critics' Choice Titles Focusing on the cultural history of the origins of outcome-based education (OBE), this book investigates the social and economic culture of Johnson City, New York, schools. OBE has often been proclaimed the salvation for ailing American schools and has spread to thousands of school districts throughout the United States. The reform has also been the lightning rod for fierce challenges from community members who oppose OBE's dismantling of the bell-shaped curve and its promotion of secular humanism.The author uncovers the messy business of school change and its deep roots in the values of the local community and economy. Grounding the story historically and theoretically, Desmond analyzes the reshaping of the Johnson City schools from a production mill for blue collar workers to a development center of technologically minded, middle-class, well-educated citizens. She argues that the heart of successful, synergistic school reform lies in the consensus that children have unlimited learning capacity and a long-term moral leadership that is committed to caring, reciprocal relationships of power.

Explores, interprets, and critically analyzes various success ethics that have shaped American culture and education. It also formulates new forms of the success ethic in order to uncover overlooked models and to overcome the shortcomings of previous genres.The Success Ethic, Education, and the American Dream analyzes, interprets, and critically evaluates various success ethics and their impact on American culture and education. It also formulates new models of the success ethic for the future. The quest for success propels persons down diverse life paths as they seek the American Dream. In this quest, informal education follows the blandishments of self-improvement formulas that promise wealth, mobility, status, and respect.Self-improvement literature, which began in America with Benjamin Franklin, proliferated in the nineteenth century and has since developed a number of different genres. Earlier studies provided nineteenth- and early twentieth-century embodiments of the success ethic and biographical material, but neglected many important figures and offered largely uncritical presentations. This book identifies and explores the contributions of these neglected figures and critically assesses the different success ethics from three perspectives: psychological, philosophical, and social.

Researchers and practitioners identify and examine systemic violence in schools from a number of perspectives including school administration policies, pedagogical methods, educational labeling, classroom interaction, childhood games, and teacher reactions, as well as child abuse. Includes practical suggestions for addressing systemic violence.Although compulsory schooling intends to develop the potential of all students, some students may actually be harmed by schooling practices. In this book, researchers and practitioners identify and examine various aspects of systemic violence, particularly as it is embedded in administrative and pedagogical practices. Some of these are obvious-racism, harassment, and child abuse-however, systemic violence is insidious and may reside in "common sense" practices intended to improve student performance. The authors explore some of these subtle manifestations of violence from a variety of perspectives by investigating school administration policies, pedagogical methods, labeling, classroom interaction, children's games, and teacher reactions to child abuse.