Defending Public Schools [Four Volumes]

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E. Wayne Ross, ed., David A. Gabbard, ed., Kathleen R. Kesson, ed., Kevin D. Vinson, ed., Sandra Mathison

ISBN: 0-275-98295-5

ISBN-13: 978-0-275-98295-9

DOI:

1000 pages

Praeger Publishers

Publication: 10/30/2004

List Price: $329.95 (UK Sterling Price: £227.95)

Discount Price: $164.98 Sale Price for U.S. Customers Only. Save 50%. Ends 12/31/2009.

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Media Type: Hardcover

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Trim Size: 6 1/8 x 9 1/4

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Description: Defending Public Schools addresses the historical, current, and future context of public schools in the United States. While the essays provide an overview of education and schooling issues, the overarching concern is that public schools are under attack and deserve to be defended.

Since 80 percent of America's student-aged population attend public schools, a fair and balanced look at a school system that has educated and continues to educate a population that is diverse in every way possible, is sorely needed. It can be said that a national school system has never had to educate so many young people through secondary school with mastery of so much information. While no one rejects the necessity of school reform to meet contemporary needs, the question of how to achieve the greatest good for the greatest numbers remains for thousand of schools across the nation. Defending Public Schools is a practical, necessary addition to the work of administrators, teachers, policy makers, and parents as they negotiate the difficult path of how to best teach and educate today's children and youth.

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

About the Author: E. WAYNE ROSS is Professor in the Department of Curriculum Studies at the University of British Columbia, Vancouver. He has extensive experience teaching in U.S. universities, most recently at the University of Louisville, Kentucky. He is published with Peter Lang, the State University of New York, Garland, and the American Social Association, as well as numerous professional journals.

DAVID A. GABBARD is Associate Professor in the Department of Curriculum and Instruction at the East Carolina University, Greenville.

KATHLEEN R. KESSON is Professor of Urban Education at Long Island University, Brooklyn.

KEVIN D. VINSON is Assistant Professor in the Department of Teaching and Teacher Education at the University of Arizona, Tucson.

SANDRA MATHISON is Professor and Head of the Department of Educational and Counseling Psychology and Special Education at the University British Columbia, Vancouver. She has extensive teaching and publishing experience in the United States.


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