Defending Public Schools [Four Volumes]

Subjects:

• Education » Education (General)
• Education » Educational Foundations

Reviews:

• Always thought-provoking and sometimes controversial, this balanced look at a vast and complicated system addresses upper-level undergraduates through faculty and is recommended for academic libraries or circulating collections.
  —Library Journal February 1, 2005
• These volumes both summarize and provide detailed examples of how NCLB is affecting children, teachers, and communities.....Essential. All levels. Anyone interested in defending public schools.
  —Choice July 2005
• Defending Public Schools is a four-volume set that does not have to be read all at once. With that caveat in mind, the set is valuable in total also allows the busy administrator to read sections of the books on an as-needed basis.
  —The School Administrator 2005
• The articles of this four-volume work present an urgent and sobering case for the destructive impact on American education of the 2002 No Child Left Behind Act.
  —Reference & Research Book News February 2005

• Endorsement From Joel Spring,
  Professor
  Queens College
  City University of New York: This timely series critically addresses the educational debates resulting from the No Child Left Behind Act of 2001. From the perspective of national security to classroom assessment, the series analyzes the impact of this revolutionary legislation and other current educational proposals on democratic schooling and classroom practices. A thumbs up to the editors for their careful work in assembling this great series.
• Endorsement From David C. Berliner,
  Regents' Professor
  Arizona State University: A collection for learning how the attacks on public education are being waged--and how to plan a defense against those that would destroy our educational system.

Table of Contents:

• Volume I
• General Editors Introduction: Defending Public Schools, Defending Democracy
• Foreword
• Preface
• Introduction: Defending Public Education from the Public
• Part I The Security State and the Traditional Role of Schools
• Chapter 1 Welcome to the Desert of the Real: A Brief History of What Makes Schooling Compulsory
• Chapter 2 The State, the Market, & (Mis)education
• Part II Security Threats
• Chapter 3 What Is The Matrix? What Is the Republic?
• :Understanding The Crisis of Democracy
• Chapter 4 Civic Literacy at Its Best: The Democratic Distemper of the Students for a Democratic Society (SDS)
• Chapter 5 A Matter of Conflicting Interests?: Problematizing
• the Traditional Role of Schools
• Part III Security Measures: Defending Public Education from the Public
• Chapter 6 A Nation at RiskRELOADED: The Security State and the New World Order
• Chapter 7 The Hegemony of Accountability: The Corporate-Political Alliance for Control of Schools
• Chapter 8 Neoliberalism and Schooling in the United States: How State and Federal Government Education Policies Perpetuate Inequality
• Chapter 9 State Theory and Urban School Reform I: A Reconsideration from Detroit
• Chapter 10 State Theory and Urban School Reform II: A Reconsideration from Milwaukee
• Chapter 11 Cooking the Books: Educational Apartheid with No Child Left Behind
• Chapter 12 The Securitized Student: Meeting the Demands of Neoliberalism
• Chapter 13 Enforcing the Capitalist Agenda For and In Education: The Security State at Work in Britain and the
• United States
• Chapter 14 Privatization and Enforcement: The Security State Transforms Higher Education
• Chapter 15 Schooling and the Security State
• Notes
• Index
• About the Editors
• About the Contributors
• Volume II
• Introduction: Teaching for a Democratic Society
• Part I Teacher Education and Teacher Development
• Chapter 1 Cultivating Democratic Curriculum Judgments: Toward a Mature Profession
• Chapter 2 Finding the Color of the Sky: Inquiry in Teacher Preparation
• Chapter 3 Informing the Present, Illuminating the Past: Historical Knowledge and Teacher Development
• Chapter 4 Standards, Testing, and Teacher Quality: Common Sense vs. Authority in Educational Reform
• Part II The Labor of Teaching
• Chapter 5 A Dangerous, Lucid Hour: Compliance, Alienation, and the Restructuring of New York City High Schools
• Chapter 6 Pursuing Authentic Teaching in an Age of Standardization
• Chapter 7 An Inhuman Power: Alienated Labor in Low-Performing Schools
• Chapter 8 Gender and the Construction of Teaching
• Chapter 9 Another Brick in the Wall: High-Stakes Testing in Teacher EducationThe California Teacher Performance Assessment
• Part III Teaching for Social Justice
• Chapter 10 Caring-Centered Multicultural Education: Addressing the Academic and Writing Needs of English Learners
• Chapter 11 The Role of Race in Teacher Education: Using Critical Race Theory to Develop Racial Consciousness and Competence
• Chapter 12 Thinking Inclusively about Inclusive Education
• Chapter 13 Things to Come: Teachers Work and the Broken Promises of Urban School Reform in an Age of High-Stakes Testing
• Notes
• Index
• About the Editors
• About the Contributors
• Volume III
• Defending Public Schools: Curriculum and the Challenge of ChangeAn Introduction
• Part I History, Context, and the Future of the Public School Curriculum
• Chapter 1 An Artful Curriculum/A Curriculum Full of Life
• Chapter 2 Old Wine in a New Bottle: Twentieth-Century Social Studies in a Twenty-First-Century World
• Chapter 3 Literacy Research and Educational Reform: Sorting through the History and the Myths
• Chapter 4 The Mathematics Curriculum: Prosecution, Defense, Verdict
• Chapter 5 Science in Public Schools: What Is It and Who Is It For?
• Chapter 6 Character Education: Coming Full Circle
• Chapter 7 Not the Same Old Thing: Maria MontessoriA Nontraditional Approach to Public Schooling in an Age of Traditionalism and Standardization
• Part II Critical Issues in Curriculum
• Chapter 8 The Military and Corporate Roots of State-Regulated Knowledge
• Chapter 9 Extreme Takeover: Corporate Control of the Curriculum, with Special Attention to the Case of Reading
• Chapter 10 The Body and Sexuality in Curriculum
• Chapter 11 When Race Shows Up in the Curriculum: Teacher (Self-) Reflective Responsibility in Students
• Opportunities to Learn
• Chapter 12 Critical Multicultural Social Studies in the Borderlands: Resistance, Critical Pedagogy, and la lucha for
• Social Justice
• Chapter 13 Schooling and Curriculum for Social Transformation: Reconsidering the Status of a Contentious Idea
• Notes
• Index
• About the Editors
• About the Contributors
• Volume IV
• Introduction: The Nature and Limits of Standards-Based Reform
• and Assessment
• Part I History, Context, and the Future of Educational Standards and Assessment
• Chapter 1 A Short History of Educational Assessment and Standards-Based Educational Reform
• Chapter 2 Standards-Based Education: Two Wrongs Dont Make a Right
• Chapter 3 The Costs of Ov