This book offers an opportunity for an anti deficit and positive examination of Black/Black-multiracial culture and its role in creating educational efficacy among academics of color. Through personal narrative, educational and learning theory, and creative writing/poetry, this hybrid text examines the cultural path to the doctorate.

Educating students for emotional wellbeing is a vital task in schools. However, educating emotions is not straightforward. Emotional processes can be challenging to identify and control. How emotions are valued varies across societies, while individuals within societies face different emotional expectations. For example, girls face pressure to be happy and caring, while boys are often encouraged to be brave. This text analyses the best practices of educating emotions. The focus is not just on the psychological benefits of emotional regulation, but (...) also on how calls for educating emotions connect to the aims of society. The book explores psychology's understanding of emotions, 'the politics of emotions', and philosophy. It also discusses education for happiness, compassion, gratitude, resilience, mindfulness, courage, vulnerability, anger, sadness, and fear. (shrink)

The purpose of this paper is to illustrate and highlight the continued suffrage of Latino families as they have struggled to provide their children with an equal education. Through providing an overview of court cases that have directly impacted the interface between Latino families and the American educationaI system, the paper provides the reader with a historical, social and cultural understanding of the politics of educating Latino children. Moreover, this backdrop provides asound foundation for illustrating the educational and (...) family research that has focused on Latino families and school partnerships and its impact on the politics of educattng Latino children. The authors end the paper by providing insight to the future of the Latino Intelegensia and the impIications it has for Latino families, schools and their communities. (shrink)

The purpose of this paper is to illustrate and highlight the continued suffrage of Latino families as they have struggled to provide their children with an equal education. Through providing an overview of court cases that have directly impacted the interface between Latino families and the American educationaI system, the paper provides the reader with a historical, social and cultural understanding of the politics of educating Latino children. Moreover, this backdrop provides asound foundation for illustrating the educational and (...) family research that has focused on Latino families and school partnerships and its impact on the politics of educattng Latino children. The authors end the paper by providing insight to the future of the Latino Intelegensia and the impIications it has for Latino families, schools and their communities. (shrink)

In this book, Sean Noah Walsh applies Herbert Marcuse’s observations on counterrevolution to recent developments in education politics. Seemingly disparate issues such as the exercise of state power to reorganize curricula, the derision of intellectuals, the permeation of consumerism into the collegiate experience, and the expansion of online teaching belong to the same strategy in which the faculties of dissent are neutralized before they can develop and dissent is established as the paramount political obscenity.

Since 1992, Border Crossings has show cased Henry A. Giroux's extraordinary range as a thinker by bringing together a series of essays that refigure the relationship between post-modernism, feminism, cultural studies and critical pedagogy. With discussions of topics including the struggle over academic canon, the role of popular culture in the curriculum and the cultural war the New Right has waged on schools, Giroux identified the most pressing issues facing critical educators at the turn of the century. In this revised (...) edition, Giroux reflects on the limits and possibilities of border crossings in the 21st century. "Borders" in our post 9/11 world have not been collapsing, he argues, but vigorously rebuilt. In order to have a truly critically engaged citizenry the challenges of these new "borders"- such as the increased militarization of public spaces, the rise of neo-liberalism, and the war in Iraq- must play a vital role in any debate on school and pedagogy. (shrink)

Jacob Neumann provides a thoughtful reading of Paulo Freire in the 21st century: Education, dialogue, and transformation. His comments on the importance of contextualising Freire’s work and the value of openness in engaging Freirean ideas are insightful and helpful. His use of the term ‘apolitical’ is, however, rather more problematic. Drawing on points made in Paulo Freire in the 21st century, and with links to Freire’s wider philosophy and pedagogy, this article argues that education from a Freirean perspective (...) is always political. (shrink)

Heidegger is now widely recognized as one of the most influential and controversial philosophers of the twentieth century, yet much of his later philosophy remains shrouded in confusion and controversy. Restoring Heidegger's understanding of metaphysics as 'ontotheology' to its rightful place at the center of his later thought, this book demonstrates the depth and significance of his controversial critique of technology, his appalling misadventure with Nazism, his prescient critique of the university, and his important philosophical suggestions for the future of (...) higher education. It will be required reading for those seeking to understand the relationship between Heidegger's philosophy and National Socialism, as well as the continuing relevance of his work. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

In recent times, schools have begun to focus on issues of wellbeing, engaging with ideas from various fields such as positive psychology. It is in this context that there is a growing interest in humility, rather than this interest having emerged from debates in moral philosophy and moral education. However, to the extent that education for wellbeing initiatives might promote humility as a virtue, it is important to address the extent to which it can be considered as good. (...) This paper critically explores the shift of humility from vice to virtue in the west with the advent of Christianity. Drawing on historical, religious, and philosophical sources, the status of humility as a moral good is brought into question. It is argued that humility can only be understood, like other virtues, within historical, political, and social context. Thus, it is in how humility is operationalised in contexts of social relations that we can evaluate its moral worth. As such, we suggest that educators and schools should take account of the contingent nature of humility, its paradoxes and politics, rather than promoting it as an unquestionable good. (shrink)

In recent years the historical relationship between scientific experts and the state has received increasing scrutiny. Such experts played important roles in the creation and regulation of environmental organizations and functioned as agents dispatched by politicians or bureaucrats to assess health-related problems and concerns raised by the public or the judiciary. But when it came to making public policy, scientists played another role that has received less attention. In addition to acting as advisers and assessors, some scientists were democratically elected (...) members of local and national legislatures. In this essay I draw attention to this phenomenon by examining how liberal politicians and intellectuals used Darwinian cognitive science to conceptualize the education of children in Victorian Britain. (shrink)

Prompted by what is seen as a missing analysis in the discussions about passion and affect in education, this essay attempts to clarify and provide a context for understanding the contribution of Foucault in the discourse of passion. In particular, the author traces the politics of passion in Foucault's work. A ‘politics of passion’ is the analysis that challenges the cultural and historical emotional rules with respect to what passion is, how it is expressed, who gets to (...) express it and under what circumstances. It is argued that a discussion of Foucault's ideas on passion provides a way of sharpening and clarifying his politics on affect, particularly what is relevant to individual and collective emotional control in education. (shrink)

_The Politics of Religious Literacy_ challenges popular understandings of religious literacy as an inclusive framework for navigating religious diversity in the public sphere. Offering a new model, this book provides insights into the often-overlooked feelings and practices informing our questionably secular age.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

Bernard Stiegler is known as a leading philosopher of technics. He has developed an original interpretation of technics as an externalized epiphylogenetic memory that remembers in the p...

This book is an interdisciplinary exploration of the notion of childhood and its place in philosophical education. Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state that constitutes a significant part of being human as well as the (forgotten) dimension of the world itself.

Prompted by what is seen as a missing analysis in the discussions about passion and affect in education, this essay attempts to clarify and provide a context for understanding the contribution of Foucault in the discourse of passion. In particular, the author traces the politics of passion in Foucault's work. A ‘politics of passion’ is the analysis that challenges the cultural and historical emotional rules with respect to what passion is, how it is expressed, who gets to (...) express it and under what circumstances. It is argued that a discussion of Foucault's ideas on passion provides a way of sharpening and clarifying his politics on affect, particularly what is relevant to individual and collective emotional control in education. (shrink)

Why has thinking about politics over the centuries been quite so intertwined with thinking about educational theory and practice? This book draws together a fascinating mix of educational pioneers and thinkers to answer this question and more.

John of Salisbury (c. 1115-1180) was the foremost political theorist of his age. He was trained in scholastic theology and philosophy at Paris, and his writings are invaluable for summarizing many of the metaphysical speculations of his time. The Policraticus is his main work, and is regarded as the first complete work of political theory to be written in the Latin Middle Ages. Cary Nederman's new edition and translation, currently the only version available in English, is primarily aimed at undergraduate (...) students of the history of political thought and medieval history. His new translation shows how important this text is in understanding the mores, forms of conduct and beliefs of the most powerful and learned segments of twelfth century Western Europe. (shrink)

Three key contributions of Iris Young to democratic political theory, and three challenges that have arisen in response to Young's theory, are examined here in relation to education. First, Young has argued that oppression and domination, not distributive inequality, ought to guide discussions about justice. Second, eliminating oppression requires establishing a politics that welcomes difference by dismantling and reforming structures, processes, concepts and categories that sustain difference‐blind, impartial, neutral, universal politics and policies. The infatuation with merit and (...) standardized tests, both of which are central to measuring educational achievement, are chief amongst the targets in need of reform. Third, a politics of difference requires restructuring the division of labour and decision‐making so as to include disadvantaged social groups but allow them to contribute without foregoing their particularities. The challenges that have arisen in response to Young's theory are first, that difference is merely another way of getting at inequality of resources or opportunities, and if it is not, then, second, a politics of difference values difference for the sake of difference rather than for the sake of alleviating social disadvantage. Third, in theory and in practice a politics that focuses on difference putatively jeopardizes a politics whose aim is to improve the redistribution of resources. (shrink)

Three key contributions of Iris Young to democratic political theory, and three challenges that have arisen in response to Young's theory, are examined here in relation to education. First, Young has argued that oppression and domination, not distributive inequality, ought to guide discussions about justice. Second, eliminating oppression requires establishing a politics that welcomes difference by dismantling and reforming structures, processes, concepts and categories that sustain difference‐blind, impartial, neutral, universal politics and policies. The infatuation with merit and (...) standardized tests, both of which are central to measuring educational achievement, are chief amongst the targets in need of reform. Third, a politics of difference requires restructuring the division of labour and decision‐making so as to include disadvantaged social groups but allow them to contribute without foregoing their particularities. The challenges that have arisen in response to Young's theory are first, that difference is merely another way of getting at inequality of resources or opportunities, and if it is not, then, second, a politics of difference values difference for the sake of difference rather than for the sake of alleviating social disadvantage. Third, in theory and in practice a politics that focuses on difference putatively jeopardizes a politics whose aim is to improve the redistribution of resources. (shrink)

ABSTRACT This article argues that Hannah Arendt provides an illuminating perspective on the “crisis” of education. The meaning and purpose of education, in Arendt's view, its fundamental role in civilization, is to impart an old world to new beings, preparing children for “renewing a common world” by establishing an active bond to the past that does not just encumber but enables agency. Because her work does not cohere with either contemporary liberal or contemporary conservative criticisms or justifications of (...) higher education, or with either moral or vocational promises about its merit, Arendt's understanding of education appears less as a competing approach than as simply an eclipsed perspective. By focusing on the meanings and values of the public world we ineluctably inherit, Arendt's reflections on education illuminate the temporal precarity intrinsic to the human condition. (shrink)

This book introduces students to the broad social, political, and philosophical questions surrounding education theory and practice. Examining five of the most influential philosophers of all time—Plato, Aristotle, Locke, Rousseau, and Dewey—the text provides insight into historical theories of education that have shaped contemporary ideas and debates. By engaging with important thinkers in the philosophical tradition, readers will be better equipped to critically evaluate the role and meanings of education in their own lives, both as students and (...) as teachers. Written in an accessible tone, Foundations of Education engages the reader and invites dialogue and reflection. Each chapter includes excerpts from philosophical writings, learning activities, and discussion questions, and the book also features a glossary of key terms. This volume is ideally suited to undergraduate courses in the philosophy of education and general education theory. (shrink)

The Demise of California's “Master Plan for Higher Education”After buying a home, a university education is the largest financial investment that most Americans ever make. Universities provide the learning environment to produce an informed electorate, support basic research and train professionals. A college education prepares a skilled workforce but, above all, the main purpose of higher education is to create and transmit knowledge, promote critical thinking and literacy, and prepare students to be enlightened, active citizens. California (...) taxpayers generally considered public higher education one of the best investments they could make in the future of their state. Since 1960…. (shrink)

In this ground-breaking analysis, Terry Moe treats Hurricane Katrina as a natural experiment that offers a rare opportunity to learn about the role of power in the politics of institutional reform. When Katrina hit, it physically destroyed New Orleans' school buildings, but it also destroyed the vested-interest power that had protected the city's abysmal education system from major reform. With the constraints of power lifted, decision makers who had been incremental problem-solvers turned into revolutionaries, creating the most innovative (...) school system in the entire country. The story of New Orleans' path from failure to revolution is fascinating, but, more importantly, it reveals the true role of power, whose full effects normally cannot be observed, because power has a “second face” that is hidden and unobservable. Making use of Katrina's analytic leverage, Moe pulls back the curtain to show that this “second face” has profound consequences that stifle and undermine society's efforts to fix failing institutions. (shrink)

First Published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

James Callaghan's 1976 Ruskin Speech is often presented as denoting the end of consensual policy-making in education and a profigurement of Thatcherite educational policies. This paper considers the validity of visualising 1976 as a foothill of New Right thinking about education and expresses some skepticism about interpretations which neglect subterranean politics.

This is the story of North Carolina parent choice advocates' push for the creation and expansion of choice policies in the state. The exploration of the politics, ideology, and interests surrounding parent choice in this conversation includes but also stretches beyond the most frequently discussed choice policies of charter schools, school vouchers, and tuition tax credits. Here, Lewis makes the argument that parents push for these policies are closely akin to parents' rejection of busing and redistricting policies in Charlotte-Mecklenburg (...) and Raleigh-Durham, parents' advocating for the state-support of home-schooling options across the state, and parents' pushing for the expansion of magnet and intradistrict choice options. He shows how central to parents' advocacy for all of these policies lies a more foundational desire to reconceputalize public schooling, with parents having much more individual control over how public funding is used for the education of their children. (shrink)

This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon the reinstatement of (...) civil liberties and democracy. Indeed,attention to the circumstances and that normative orientation have foundtheir best fit in a practical Aristotelian-based philosophy meant toendow Philosophy of Education with a normative character that do notshun the educator's need for reflection, practical decision-making, andresponsibility. Since the 1990s, new directions have been marked by thechallenge of postmodernism, inasmuch as it affects not only thetechnological positivist model but also the reflective educator's modelof a practical Philosophy of Education. The new directions spread out invarious ways, yet they all fall into a common denominator of narrativetrends. The problem posed by these new languages lies in the extent towhich they are consistent with pedagogic intent. In turn, the answerstake on different profiles depending on whether the stance leans moretowards the philosophical or the pedagogical point of view withinPhilosophy of Education. The complementary nature of both perspectivescharacterizes the current state of the field in Spain. (shrink)

Abstract:This theoretical inquiry approaches the challenge of reflexivity in the music education profession from the perspective of a collective and social understanding of memory. While memory is typically understood as being an individualistic, psychological, and cognitive phenomenon, in this paper we argue that the perspectives of collective and social memory may be of critical assistance to music teachers and music teacher educators who are facing the problem of increasing diversity. Teachers experience mounting pressure to include a wider selection of (...) available material from the diverse musics of the world in their curriculum. We suggest that understanding the politics of memory–how memory shapes the future and reveals our reflexive capacity in terms of our bonds to, or freedom from, the past–provides new tools and perspectives for considering diversity. Furthermore, we propose that in order to make a difference, the politics of memory require an agonistic engagement in pluralistic societies, with multiple, even conflicting, relationships to memory and time, place, and space. The article argues that a critical politics of memory is not just about combining the past and present, but about re-imagining, re-negotiating, re-working, and re-generating the collective futures of the school, its educational context, and broader society. (shrink)

The history of the school required reading shows us how and why pupils approached literature and how it impacted their convictions about reading, art and identities. The education systems were not only working on the strictly personal development of pupils, but were also implementing certain political values and ideas. The literature education thus encouraged ideas about national and supernational communities. The Yugoslav system presented the wide and complex notion of culture and literature, but in the demanding and counterproductive (...) fashion. The Croatian system implemented the mononational approach to literature, while retaining the rigidness of the old system. For those reasons it is likely that pupils didn't connect with their national identities through literature and that they didn't develop reading habits. (shrink)

Existing research on developing countries emphasizes the decisive power of teacher unions in education politics. Yet that power varies, and a full understanding of the roots of union power and the sources of cross-national variation requires deeper analysis of organizational dynamics within unions. This analysis supports four arguments. First, teachers have a range of advantages in overcoming obstacles to collective action. Second, unions are not all alike; they vary widely, from interest groups to powerful political machines. Third, the (...) source of this variation lies in factors that shift power within unions from members to leaders in political-machine unions. Fourth, analyzing the dimensions of variation helps explain the different outcomes of recent reforms to teacher careers in Latin America, especially in highlighting the staunch opposition from political-machine unions. (shrink)