This edited collection takes up the unfinished project of resisting the de-democratisation of education and growing levels of social and educational inequality. Contributions to this book provide a range of approaches to educational theory, policy and practice that offer critically democratic alternatives.
This edited collection takes up the unfinished project of resisting the de-democratisation of education and growing levels of social and educational inequality. Contributions to this book provide a range of approaches to educational theory, policy and practice that offer critically democratic alternatives.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Stewart Riddle is a senior lecturer in the School of Education at the University of Southern Queensland. His research interests include social justice and equity in education, music-based research practices and research methodologies. Michael W. Apple is John Bascom Professor Emeritus of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison. He has written extensively on the relationship between education and power, and on the limits and possibilities of education reform. Among his recent books are Can Education Change Society? (2013), The Struggle for Democracy in Education: Lessons from Social Realities (2018) and the 40th anniversary fourth edition of his classic text Ideology and Curriculum (2019).
Inhaltsangabe
1. Education and Democracy in Dangerous Times (Stewart Riddle and Michael W. Apple); Part I: Contemporary Education Contexts and the Challenges for Democracy; 2. The Paradox of Democratisation: College Prep and The Production of Shadow Capital (Amy Stich and Kristin Cipollini); 3. Global Social Movements and Dialogical Pedagogy: Politics, Power and Process ( Emma Rowe and Jessica Gerrard); 4. Resisting Governance by Numbers: Some Lessons from Schools (Nerida Spina, Jess Harris, Suzanne Carrington and Mel Ainscow); 5. Pursuing Pragmatic-Radical Curriculum Democracy: Students as Co-Researchers on Problems that Matter (Lew Zipin and Marie Brennan); Part II: Local-global Narratives of resisting and Reframing Education; 6. What Is Valued Knowledge and Where Does It Live? Educational Consciousness and the Democratisation of Education (Robin Bellingham, Matthew K. E. Thomas, Karen Charman, Mary Dixon and Jayson Cooper); 7. Critical Literacy as Legitimate Knowledge: The Importance of Teacher Agency (Jennifer Alford, Catarina Schmidt and Anna Lyngfelt); 8. Re-Imagining Young Children's Literacy Education for their Democratic Participation Pauline Harris, Andrew Peterson and Cynthia Brock); 9. Teaching Democracy While Students Leave Their Shoes at the Door: Attending to Mundane Practices of Power Inequality in Thai Schools (Surawit Assapun, Thornchanok Uerpairojkit and James Burford); 10. Wither Democracy? The Rise of Epistocracy and Monopoly in School Governance (Andrew Wilkins); 11. Jacinta's Story: Challenging Neoliberal Practices and Creating Democratic Spaces in Public High Schools (Janean Robinson, Barry Down and John Smyth); 12. Towards an Arts Education for Cultural Citizenship (Pat Thomson, Christine Hall, Lexi Earl and Corinna Geppert); 13. Democratic Management in Brazilian Schools: Practices of Resistance (Márcia Aparecida Jacomini, Lisete Regina Gomes Arelaro, Cileda Dos Santos Sant'Anna Perrella, Silvio Ricardo Gomes Carneiro and Marieta Gouvêa De Oliveira Penna); 14. Becoming Third World Women Educators (Bruna Lopes Duraes); 15. 'Beating Their Unclad Chests': Voluntourism, International Service and The Place of Critical Pedagogy Inside the Neoliberal University (Sam Schulz); 16. Grassroots Democracy In New York State: Opting-Out and Resisting the Corporate Reform Agenda in Schooling ( Bob Lingard and David Hursh)
1. Education and Democracy in Dangerous Times (Stewart Riddle and Michael W. Apple); Part I: Contemporary Education Contexts and the Challenges for Democracy; 2. The Paradox of Democratisation: College Prep and The Production of Shadow Capital (Amy Stich and Kristin Cipollini); 3. Global Social Movements and Dialogical Pedagogy: Politics, Power and Process ( Emma Rowe and Jessica Gerrard); 4. Resisting Governance by Numbers: Some Lessons from Schools (Nerida Spina, Jess Harris, Suzanne Carrington and Mel Ainscow); 5. Pursuing Pragmatic-Radical Curriculum Democracy: Students as Co-Researchers on Problems that Matter (Lew Zipin and Marie Brennan); Part II: Local-global Narratives of resisting and Reframing Education; 6. What Is Valued Knowledge and Where Does It Live? Educational Consciousness and the Democratisation of Education (Robin Bellingham, Matthew K. E. Thomas, Karen Charman, Mary Dixon and Jayson Cooper); 7. Critical Literacy as Legitimate Knowledge: The Importance of Teacher Agency (Jennifer Alford, Catarina Schmidt and Anna Lyngfelt); 8. Re-Imagining Young Children's Literacy Education for their Democratic Participation Pauline Harris, Andrew Peterson and Cynthia Brock); 9. Teaching Democracy While Students Leave Their Shoes at the Door: Attending to Mundane Practices of Power Inequality in Thai Schools (Surawit Assapun, Thornchanok Uerpairojkit and James Burford); 10. Wither Democracy? The Rise of Epistocracy and Monopoly in School Governance (Andrew Wilkins); 11. Jacinta's Story: Challenging Neoliberal Practices and Creating Democratic Spaces in Public High Schools (Janean Robinson, Barry Down and John Smyth); 12. Towards an Arts Education for Cultural Citizenship (Pat Thomson, Christine Hall, Lexi Earl and Corinna Geppert); 13. Democratic Management in Brazilian Schools: Practices of Resistance (Márcia Aparecida Jacomini, Lisete Regina Gomes Arelaro, Cileda Dos Santos Sant'Anna Perrella, Silvio Ricardo Gomes Carneiro and Marieta Gouvêa De Oliveira Penna); 14. Becoming Third World Women Educators (Bruna Lopes Duraes); 15. 'Beating Their Unclad Chests': Voluntourism, International Service and The Place of Critical Pedagogy Inside the Neoliberal University (Sam Schulz); 16. Grassroots Democracy In New York State: Opting-Out and Resisting the Corporate Reform Agenda in Schooling ( Bob Lingard and David Hursh)
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