Within critical discussions of school reform, researchers and activists are often of two camps. Some focus their analyses on neoliberal economic agendas, while others center on racial inequality. These analyses often happen in isolation, continuing to divide those concerned with educational justice into «It's race!» vs. «It's class!» camps. What's Race Got To Do With It? brings together these frameworks to investigate the role that race plays in hallmark policies of neoliberal school reforms such as school closings, high-stakes testing, and charter school proliferation. The group of scholar activist authors in this volume were selected because of their cutting-edge racial economic analysis, understanding of corporate reform, and involvement in grassroots social movements. Each author applies a racial economic framework to inform and complicate our analysis of how market-based reforms collectively increase wealth inequality and maintain White supremacy. In accessible language, contributors trace the historical context of a single reform, examine how that reform maintains and expands racial and economic inequality, and share grassroots stories of resistance to these reforms. By analyzing current reforms through this dual lens, those concerned with social justice are better equipped to struggle against this constellation of reforms in ways that unite rather than divide.
This book has received the AESA (American Educational Studies Association) Critics Choice Award 2013. There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.
Pedagogies of Kindness and Respect presents a wide variety of concepts from scholars and practitioners who discuss pedagogies of kindness, an alternative to the «no excuses» ideology now dominating the way that children are raised and educated in the U.S. today. The fields of education, and especially early childhood education, include some histories and perspectives that treat those who are younger with kindness and respect. This book demonstrates an informed awareness of this history and the ways that old and new ideas can counter current conditions that are harmful to both those who are younger and those who are older, while avoiding the reconstitution of the romantic, innocent child who needs to be saved by more advanced adults. Two interpretations of the upbringing of children are investigated and challenged, one suggesting that the poor do not know how to raise their children and thus need help, while the other looks at those who are privileged and therefore know how to nurture their young. These opposing views have been discussed and problematized for more than thirty years. Pedagogies of Kindness and Respect investigates the issue of why this circumstance has continued and even worsened today.