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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000003485095 | LC1099.3 E38 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
Gloria Ladson-Billings and William F. Tate argue that education scholars can and must undertake work that speaks to the pressing public issues related to education. In this volume, they are joined by renowned educators who have a reputation for engaging public interests and public policy in powerful and provocative ways. Together, they address such important issues as zero-tolerance policies, language-minority students, multicultural education, school reform, teaching for social justice, educational inquiry, curriculum, assessment, and much more. This compelling collection challenges policymakers and the public to take a greater hand in creating a quality education for all students.
Author Notes
Gloria Ladson-Billings was a professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. She worked for a decade as a teacher and administrator in the Philadelphia Public Schools. She is the author of The Dreamkeepers (Jossey-Bass, 1997).
Reviews 1
Choice Review
What is the "public interest" in education in the US? The answer depends on whom you ask, reflecting the combative division between the Right and Left in US politics. No one should pick up this book expecting to find a balanced argument. This book is expressively written by and for progressive educators, those who believe that public education needs to move beyond mandating higher test scores and to embrace the building of a more equitable society for everyone, particularly for traditionally underserved and disenfranchised low-income minority students. The 13 essays that make up the book have been written with both passion and compassion by many prominent writers who have dedicated their careers to fighting for social justice. Indeed, despite its title, very little of the book discusses actual education research. Most of it is devoted to what might be considered the context of education research--the political, social, and cultural factors that shape research agendas. Those who want to understand why the No Child Left Behind legislation is so controversial will find out if they read this book. ^BSumming Up: Highly recommended. General readers, upper-division undergraduates, graduate students, faculty, and researchers. H. M. Miller Mercy College
Table of Contents
| Series Foreword | p. ix |
| Introduction | p. 1 |
| Part I Policy and Politics | |
| 1 What Should Count as Educational Research: Notes Toward a New Paradigm | p. 17 |
| 2 Interrupting the Right: On Doing Critical Educational Work in Conservative Times | p. 27 |
| 3 Carry It On: Fighting for Progressive Education in Neoliberal Times | p. 46 |
| 4 Public Intellectuals and the University | p. 64 |
| 5 Trudge Toward Freedom: Educational Research in the Public Interest | p. 81 |
| 6 "This Is America" 2005: The Political Economy of Education Reform Against the Public Interest | p. 98 |
| Part II The Making of the Public Subject | |
| 7 Hopes of Progress and Fears of the Dangerous; Research, Cultural Theses, and Planning Different Human Kinds | p. 119 |
| 8 Democracy, Diversity, and Social Justice: Educating Citizens for the Public Interest in a Global Age | p. 141 |
| 9 Multiculturallsm, Race, and the Public Interest: Hanging on to Great-Great-Granddaddy's Legacy | p. 158 |
| 10 Public Interest and the Interests of White People Are Not the Same: Assessment, Education Policy and Racism | p. 173 |
| Part III The School and Curriculum as Sites of Education Research in the Public Interest | |
| 11 Curriculum and Students: Diverting the Public Interest | p. 199 |
| 12 Making Educational History: Qualitative Inquiry, Artistry and the Public Interest | p. 213 |
| 13 The Art of Renewing Curriculum Research | p. 231 |
| Afterword: In the Public Interest | p. 247 |
| About the Editors and the Contributors | p. 261 |
| Name Index | p. 264 |
| Subject Index | p. 268 |
