Lois Weis is Professor in the Department of Educational Leadership and Policy at the State University of Buffalo, NY. Cameron McCarthy is Professor in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. Greg Dimitriadis is Assistant Professor, Sociology of Education concentration, Social Foundations of Education, Department of Educational Leadership and Policy, University of Buffalo, The state University of New York.
Inhaltsangabe
Introduction. Ideology Curriculum and the New Sociology of Education: Revisiting the Work of Michael Apple Greg Dimitriadis Lois Weis and Cameron McCarthy Section One: Revisiting the New Sociology of Education 1. Retrieving the Ideological Past: Critical Sociology Gender Theory and the School Curriculum 2. Social Class School Knowledge and the Hidden Curriculum: Re-Theorizing Reproduction 3. Schooling Power and the Exile of the Soul Section Two: Contemporary Theoretical Challenges 4. Riding Tensions Critically: Ideology Power/Knowledge and Curriculum Making 5. Are We Making Progress?: Ideology and Curriculum in the Age of "No Child Left Behind" 6. Teaching After the Market: From Commodity to Cosmopolitan Section Three: On Spaces of Possibility 7. Contesting Research Rearticulation and "Thick Democracy" as Political Projects of Method 8. [Re]visioning Knowledge Politics and Change: Educational Poetics 9. Situating Education: Michael Apple's Scholarship and Political Commitment in the Brazilian Context. Afterword. Critical Education Politics and the Real World
Introduction. Ideology Curriculum and the New Sociology of Education: Revisiting the Work of Michael Apple Greg Dimitriadis Lois Weis and Cameron McCarthy Section One: Revisiting the New Sociology of Education 1. Retrieving the Ideological Past: Critical Sociology Gender Theory and the School Curriculum 2. Social Class School Knowledge and the Hidden Curriculum: Re-Theorizing Reproduction 3. Schooling Power and the Exile of the Soul Section Two: Contemporary Theoretical Challenges 4. Riding Tensions Critically: Ideology Power/Knowledge and Curriculum Making 5. Are We Making Progress?: Ideology and Curriculum in the Age of "No Child Left Behind" 6. Teaching After the Market: From Commodity to Cosmopolitan Section Three: On Spaces of Possibility 7. Contesting Research Rearticulation and "Thick Democracy" as Political Projects of Method 8. [Re]visioning Knowledge Politics and Change: Educational Poetics 9. Situating Education: Michael Apple's Scholarship and Political Commitment in the Brazilian Context. Afterword. Critical Education Politics and the Real World
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