Adamson, J., Evans, M., & Stein, R. (2002). Environmental justice reader: Politics, poetics, and pedagogy. Tucson: University of Arizona Press.
Barron, D. (1995). Gendering environmental education reform: Identifying the constitutive power of environmental discourses. Australian Journal of Environmental Education, 11, 107-120.
Bowers, C. (1984). The promise of theory: Education and the politics of cultural change. New York: Longman.
Bowers, C. (1993). Against the grain: Critical essays on education, modernity, and the recovery of the ecological imperative. New York: Teachers College Press.
Bowers, C. (2003a). Mindful conservatism: Rethinking the ideological and educational basis of an ecologically sustainable future. Lanham, MD: Rowman & Littlefield.
Bowers, C. (2003b). Towards an eco-justice pedagogy. Retrieved March 12, 2011, from http://www.cabowers.net/CAbookarticle.php.
Bowers, C. (2004). Revitalizing the commons: Cultural and educational sites of resistance and affirmation. Lanham, MD: Lexington Books.
Bowers, C. (2005a). How the ideas of Paulo Freire contribute to the cultural roots of the ecological crisis. In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 133-150). Mahwah, NJ: Erlbaum.
Bowers, C. (2005b). The false promises of constructivist theories of learning: A global and ecological critique. New York: Peter Lang.
Bowers, C. (2005c). Is transformative learning the Trojan horse of Western globalization? Retrieved March 12, 2011, from http://www.cabowers.net/CAbookarticle.php.
Bowers, C. (2006). Revitalizing the commons: Cultural and educational sites of resistance and affirmation. Lanham, MD: Rowman & Littlefield.
Bowers, C. & Aoffel-Marglin, F. (Eds.). (2005). Re-thinking Freire: Globalization and the environmental crisis. Mahwah, NJ: Erlbaum.
Esteva, G., Stuchul, D., & Prakash, M. S. (2005). From a pedagogy for liberation to a liberation from pedagogy. In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 13-30). Mahwah, NJ: Erlbaum.
Fien, J. (1993). Education for the environment: Critical curriculum theorizing and environmental education. Geelong: Deakin University Press.
Fromm, H. (2009). The nature of being human: From environmentalism to consciousness. Baltimore: Johns Hopkins University Press.
Garrard, G. (2004). Ecocriticism. New York: Routledge.
Garrard, G. (2010). Problems and prospects in ecocritical pedagogy. Environmental Education Research, 16 (2), 233-245.
Gaard. G. & Murphy, P. (Eds.). (1998). Ecofeminist literary criticism: Theory, interpretations, pedagogy. Chicago: University of Illinois Press.
Glotfelty, C. & Fromm, H. (1996). The ecocriticism reader: Landmarks in literature ecology. London: University of Georgia Press.
Gruenewald, D. (2008). The best of both worlds: A critical pedagogy of place. Environmental Education Research, 14 (3), 308-324.
Heise, U. (2008). Sense of place and sense of planet: The environmental imagination of the global. Oxford: Oxford University Press.
Judson, G. (2010). A new approach to ecological education: Engaging students’ imaginations in their world. New York: Peter Lang.
Luke, C., & Gore, J. (Eds.). (1992). Feminisms and critical pedagogy. New York: Routledge.
McLaren, P. (1991). Schooling the postmodern body: Critical pedagogy and the politics of enfleshment. In H. Giroux (Ed.), Postmodernism, feminism, and cultural politics (pp. 144-173). Albany, NY: State University of New York Press.
Mortimier-Sandilands, C. (2008). Queering ecocultural studies. Cultural Studies, 22 (3), 455-476.
Morton, T. (2007). Ecology without nature: Rethinking environmental aesthetics. Cambridge: Harvard University Press.
Murphy, P. (1995). Literature, nature, and other: Ecofeminist critiques. Albany: State University of New York Press.
Namulundah, F. (1998). bell hook’s engaged pedagogy: A transgressive education for critical consciousness. Westport, CT: Bergin & Garvey, 1998.
Noddings, N. (2005). Educating citizens for global awareness. New York: Teachers College Press.
Orr, D. (2002). The nature of design. Oxford: Oxford University Press.
Orr, D. (2004). Earth in mind: On education, environment, and the human prospect. Washington, DC: Island Press.
Rasmussen, D. (2005). Cease to do evil, then learn to do good… (A pedagogy for the oppressor). In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 115-131). Mahwah, NJ: Erlbaum.
Roberts, J. (2007). Education, eco-progressivism, and the nature of school reform. Educational Researcher, 41 (3), 212-229.
Rothenberg, D., & Ulvaeus, M. (Eds.). (2001). The world and the wild. Tucson: University of Arizona Press.
Sallis, J. (2010). Pursuing Levinas and Ferry toward a newer and more democratic ecological order. In P. Atterton & M. Calarco, (Eds.), Radicalizing Levinas. Albany: State University of New York Press.
Sandilands, C. (1999). Good-natured: Ecofeminism and the quest for democracy. Minneapolis: University of Minnesota Press.
Sarkar, S. (2001). For Indian wilderness. In D. Rothenberg & M. Ulvaeus (Eds.), The world and the wild (pp. 37-55). Tucson: University of Arizona Press.
Schwartz, E. (2009). At home in the world: Human nature, ecological thought, and education after Darwin. Albany: State University of New York Press.
Soulé, M. (1985). What is conservation biology? BioScience, 35 (11), 727-734.
Soulé, M. (1986). Conservation biology: The science of scarcity and diversity. Sunderland, MD: Sinauer Associates.
Soulé, M., & Wilcox, B. (1980). Conservation biology: An ecological-evolutionary perspective. Sunderland, MD: Sinauer Associates.
Stables, A. & Scott, W. (2001). Post-humanist liberal pragmatism? Environmental education out of modernity. Journal of Philosophy of Education, 35 (2), 269-279.
Teran, G. (2005). Vernacular education for cultural regeneration: An alternative to Paulo Freire’s vision of emancipation. In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 69-82). Mahwah, NJ: Erlbaum.
Tyack, D. (1972). The tribe and common school: Community control in rural education. American Quarterly, 24, 3-19.
Warren, K. (1994). Ecological feminism. New York: Routledge.
Weiler, K. (Ed.). Feminist engagements: Reading, resisting, and revisioning male theorists in education and cultural studies. New York: Routledge.
Wilson, E. (1992). The diversity of life. Boston: Belknap Press of Harvard University.
Showing posts with label feminist-education. Show all posts
Showing posts with label feminist-education. Show all posts
Sunday, May 1, 2011
Bibliography - Education History, Policy, and Critique (19th Century - Present)
(for more historical sources on schools and education policy, see http://edpolicy-dissertationjourney.blogspot.com/2011/05/bibliography-educational-context-and.html)
Allman, P. (1970). Revolutionary social transformation: Democratic hopes, political possibilities, and critical education. Westport, CT: Bergin & Garvey.
Anyon, J. (1997). Ghetto schooling: A political economy of urban education reform. New York: Teachers College Press.
Anyon, J. (2005a). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge.
Anyon, J. (2005b). What “counts” as educational policy? Notes toward a new paradigm. Harvard Educational Review, 75 (1), 65-88.
Apple, M. (2001). The rhetoric and reality of standards-based school reform. Educational Policy, 15 (4), 601-610.
Apple, M. (2004). Creating difference: Neo-liberalism, neo-conservatism, and the politics of educational reform. Educational Policy, 18 (1), 12-44.
Aronowitz, S. & Giroux, H. (1985). Education under siege: The conservative, liberal, and radical debate over schooling. South Hadley, MA: Bergin & Garvey.
Bernstein, B. (1990). The structuring of pedagogic discourse. New York: Routledge.
Bernstein, B. (2000). Pedagogy, symbolic control, and identity. Lanham, MD: Rowman & Littlefield.
Borman, G., Stringfield, S., & Slavin, E. (Eds.) (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Erlbaum.
Bowers, C. (1984). The promise of theory: Education and the politics of cultural change. New York: Longman.
Bowers, C. (1986). The dialectic of nihilism and the state: Implications for an emancipatory theory of education. Educational Theory, 36 (3), 225-232.
Bowers, C. (1987). Elements of a postliberal theory of education. New York: Teachers College Press.
Bowers, C. (1988). Teaching a nineteenth-century mode of thinking through a twentieth-century machine. Educational Theory, 38 (1), 41-46.
DeBray, E., McDermott, K., & Wohlstetter, P. (2005). Introduction to the special issue on federalism reconsidered: The case of the No Child Left Behind Act. Peabody Journal of Education, 80 (2), 1-18.
De Lissovoy, N. (2008). Power, crisis, and education for liberation: Rethinking critical pedagogy. New York: Palgrave McMillan.
Cooper, K., & White, R. (Eds.). (2006). The practical critical educator: Critical inquiry and educational practice. Dordrecht: Springer.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59 (3), 297-324.
Esteva, G., Stuchul, D., & Prakash, M. S. (2005). From a pedagogy for liberation to a liberation from pedagogy. In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 13-30). Mahwah, NJ: Erlbaum.
Evans, J., & Penney, D. (1995). The politics of pedagogy. Journal of Education Policy, 10, 27-44.
Freire, P. (1974). Education for critical consciousness. London: Sheed & Ward.
Freire, P. (1985). The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin & Garvey.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Freire, P., & Shor, I. (1987). A pedagogy for liberation: Dialogues for transforming education. South Hadley, MA: Bergin & Garvey.
Gilborn, D. (1997). Racism and reform: New ethnicities/old inequalities? British Educational Research Journal, 23 (3), 345-360.
Gillborn, D. (2006). Critical race theory and education: Racism and anti-racism in educational theory and praxis. Discourse: Studies in the Cultural Politics of Education, 27 (1),11–32.
Giroux, H. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey.
Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. South Hadley, MA: Bergin & Garvey.
Giroux, H. (1992). Educational leadership and the crisis of democratic government. Educational Researcher, 21 (4), 4-11.
Giroux, H. (2004). The abandoned generation: Democracy beyond the culture of fear. New York: Palgrave Macmillan.
Giroux, H. (2007). The university in chains: Confronting the military-industrial-academic complex. Boulder, CO: Paradigm.
Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56 (3), 213-238.
Greene, M. (1978). Landscapes of learning. New York: Teacher’s College Press.
Grumet, M. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press.
Haggerson, N. (2000). Expanding curriculum research and understanding: A mytho-poetic perspective. New York: Peter Lang.
Holland, P. & Garman, N. Macdonald and the Mythopoetic. Journal of Curriculum Theorizing, 9 (4), 49-72.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Hursh, D. (2005). The growth of high-stakes testing in the USA: Accountability, markets, and the decline in educational equality. British Educational Research Journal, 31 (5), 605-622.
Kaestle, C., & Smith, M. (1982). The federal role in elementary and secondary education, 1940-1980. Harvard Educational Review, 52, 396-400.
Kantor, H. (1991). Education, social reform, and the state: ESEA and Federal Education Policy in the 1960s. American Journal of Education, 100 (1): 47-83.
Kantor, H. & Lowe, R. (1995). Class, race, and the emergence of federal education policy: From the New Deal to the Great Society. Educational Researcher, 24 (3), 4-11, 21.
Kantor, H. & Lowe, R. (2006). From New Deal to No Deal: No Child Left Behind and the devolution of responsibility for equal opportunity. Harvard Educational Review, 76 (4), 474-502.
Karen, D. (2005). No Child Left Behind? Sociology ignored! Sociology of Education, 78, 165-168.
Kincheloe, J. & Steinberg, S. (1993). A tentative description of postformal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63 (3), 296-320.
Kliebard, H. (2004). The struggle for the American curriculum, 1893-1958. New York: RoutledgeFalmer.
Leonard, T. & Willis, P. (Eds.). Mythopoetic curriculum in educational practice. New York: Springer.
Luke, C., & Gore, J. (Eds.). (1992). Feminisms and critical pedagogy. New York: Routledge.
McDonnell, L. (2005). No Child Left Behind and the federal role of education: Evolution or revolution? Peabody Journal of Education, 80 (2), 19-38.
McLaren, P. (1991). Decentering culture: Postmodernism, resistance, and critical pedagogy. In N. Wyner (Ed.), Current perspectives on the culture of schools (pp. 231-257). Boston: Brookline Books.
McLaren, P. (1991). Schooling the postmodern body: Critical pedagogy and the politics of enfleshment. In H. Giroux (Ed.), Postmodernism, feminism, and cultural politics (pp. 144-173). Albany, NY: State University of New York Press.
McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
McNeil, L. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge.
Meier, D. & Wood, G. (Eds.). (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press.
Namulundah, F. (1998). bell hook’s engaged pedagogy: A transgressive education for critical consciousness. Westport, CT: Bergin & Garvey, 1998.
National Longitudinal Study of No Child Left Behind prepared for the U.S. Department of Education. (2007). State and local implementation of the No Child Left Behind Act: Title I school choice, supplemental educational services, and student achievement. Washington, DC: Zimmerman, R., Gill, B., Razquin, P., Booker, K., & Lockwood, J. R. Retrieved from http://www2.ed.gov/rschstat/eval/choice/implementation/achievementanalysis.pdf.
Noddings, N. (2005). Educating citizens for global awareness. New York: Teachers College Press.
Oakes, J., Wells, a., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98, 482-510.
Olssen, M. (1996). In defense of the welfare state and of publicly provided education. Journal of Education Policy, 11, 337-362.
Orfield, G. (1969). The reconstruction of southern education: The schools and the 1964 Civil Rights Act. New York: Wiley.
Orfield, G. (1978). Must we bus: Segregated schools and national policy. Washington, DC: Brookings Institution.
Orfield, G. & Lee, C. (2005). Why poverty matters: Poverty and educational inequality. Cambridge: Harvard Education Publishing Group. (ERIC Document Reproduction Service No. ED 489186)
Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (2004). Understanding curriculum. New York: Peter Lang.
Price, T. & Peterson, E. (Eds.). (2009). The myth and reality of No Child Left Behind: Public education and high stakes assessment. Lanham, MD: University Press of America.
Purpel, D. (1989). The moral and spiritual crisis in education: A curriculum for justice and compassion in education with an introduction by Henry Giroux and Paulo Freire. New York: Bergin & Garvey.
Purpel, D. & Shapiro, S. (1995). Beyond liberation and excellence: Reconstructing the public discourse on education. Westport, CT: Bergin & Garvey.
Rasmussen, D. (2005). Cease to do evil, then learn to do good… (A pedagogy for the oppressor). In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 115-131). Mahwah, NJ: Erlbaum.
Rosenfeld, S. & Sher, J. (1977). The urbanization of rural schools, 1840-1970. In Sher, J. (Ed.), Education in rural America: A reassessment of conventional wisdom. Boulder, CO: Westview Press.
Ryan, J. (2004). The perverse incentives of the No Child Left Behind Act. New York University Law Review, 79, 932-989.
Soltis, J. (1984). On the nature of educational research. Educational Researcher, 13 (10), 5-10.
Spring, J. (1986). The American school, 1642-1985. New York: Longman.
Stein, S. (2004). The culture of education policy. New York: Teachers College Press.
Steffes, T. (2008). Solving the “Rural School Problem”: New state aid, standards, and supervision of local schools, 1900-1933. History of Education Quarterly, 48 (2), 181-220.
Sunderman, G. & Kim, J. The expansion of federal power and the politics of implementing the No Child Left Behind Act. Teachers College Record, 109 (5), 1057-1085.
Teran, G. (2005). Vernacular education for cultural regeneration: An alternative to Paulo Freire’s vision of emancipation. In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 69-82). Mahwah, NJ: Erlbaum.
Tyack, D. (1972). The tribe and common school: Community control in rural education. American Quarterly, 24, 3-19.
Tyack, D. (1974). The one best system: A history of American urban education. Cambridge: Harvard University Press.
Tyack, D. & James, T. (1986). State government and American public education: Exploring the “Primeval Forest.” History of Education Quarterly, 26, 39-69.
Whitty, G. (1997). Creating quasi-markets in education: A review of recent research on parental choice and school autonomy in three countries. Review of Research in Education, 22, 3-47.
Allman, P. (1970). Revolutionary social transformation: Democratic hopes, political possibilities, and critical education. Westport, CT: Bergin & Garvey.
Anyon, J. (1997). Ghetto schooling: A political economy of urban education reform. New York: Teachers College Press.
Anyon, J. (2005a). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge.
Anyon, J. (2005b). What “counts” as educational policy? Notes toward a new paradigm. Harvard Educational Review, 75 (1), 65-88.
Apple, M. (2001). The rhetoric and reality of standards-based school reform. Educational Policy, 15 (4), 601-610.
Apple, M. (2004). Creating difference: Neo-liberalism, neo-conservatism, and the politics of educational reform. Educational Policy, 18 (1), 12-44.
Aronowitz, S. & Giroux, H. (1985). Education under siege: The conservative, liberal, and radical debate over schooling. South Hadley, MA: Bergin & Garvey.
Bernstein, B. (1990). The structuring of pedagogic discourse. New York: Routledge.
Bernstein, B. (2000). Pedagogy, symbolic control, and identity. Lanham, MD: Rowman & Littlefield.
Borman, G., Stringfield, S., & Slavin, E. (Eds.) (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Erlbaum.
Bowers, C. (1984). The promise of theory: Education and the politics of cultural change. New York: Longman.
Bowers, C. (1986). The dialectic of nihilism and the state: Implications for an emancipatory theory of education. Educational Theory, 36 (3), 225-232.
Bowers, C. (1987). Elements of a postliberal theory of education. New York: Teachers College Press.
Bowers, C. (1988). Teaching a nineteenth-century mode of thinking through a twentieth-century machine. Educational Theory, 38 (1), 41-46.
DeBray, E., McDermott, K., & Wohlstetter, P. (2005). Introduction to the special issue on federalism reconsidered: The case of the No Child Left Behind Act. Peabody Journal of Education, 80 (2), 1-18.
De Lissovoy, N. (2008). Power, crisis, and education for liberation: Rethinking critical pedagogy. New York: Palgrave McMillan.
Cooper, K., & White, R. (Eds.). (2006). The practical critical educator: Critical inquiry and educational practice. Dordrecht: Springer.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59 (3), 297-324.
Esteva, G., Stuchul, D., & Prakash, M. S. (2005). From a pedagogy for liberation to a liberation from pedagogy. In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 13-30). Mahwah, NJ: Erlbaum.
Evans, J., & Penney, D. (1995). The politics of pedagogy. Journal of Education Policy, 10, 27-44.
Freire, P. (1974). Education for critical consciousness. London: Sheed & Ward.
Freire, P. (1985). The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin & Garvey.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Freire, P., & Shor, I. (1987). A pedagogy for liberation: Dialogues for transforming education. South Hadley, MA: Bergin & Garvey.
Gilborn, D. (1997). Racism and reform: New ethnicities/old inequalities? British Educational Research Journal, 23 (3), 345-360.
Gillborn, D. (2006). Critical race theory and education: Racism and anti-racism in educational theory and praxis. Discourse: Studies in the Cultural Politics of Education, 27 (1),11–32.
Giroux, H. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey.
Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. South Hadley, MA: Bergin & Garvey.
Giroux, H. (1992). Educational leadership and the crisis of democratic government. Educational Researcher, 21 (4), 4-11.
Giroux, H. (2004). The abandoned generation: Democracy beyond the culture of fear. New York: Palgrave Macmillan.
Giroux, H. (2007). The university in chains: Confronting the military-industrial-academic complex. Boulder, CO: Paradigm.
Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56 (3), 213-238.
Greene, M. (1978). Landscapes of learning. New York: Teacher’s College Press.
Grumet, M. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press.
Haggerson, N. (2000). Expanding curriculum research and understanding: A mytho-poetic perspective. New York: Peter Lang.
Holland, P. & Garman, N. Macdonald and the Mythopoetic. Journal of Curriculum Theorizing, 9 (4), 49-72.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Hursh, D. (2005). The growth of high-stakes testing in the USA: Accountability, markets, and the decline in educational equality. British Educational Research Journal, 31 (5), 605-622.
Kaestle, C., & Smith, M. (1982). The federal role in elementary and secondary education, 1940-1980. Harvard Educational Review, 52, 396-400.
Kantor, H. (1991). Education, social reform, and the state: ESEA and Federal Education Policy in the 1960s. American Journal of Education, 100 (1): 47-83.
Kantor, H. & Lowe, R. (1995). Class, race, and the emergence of federal education policy: From the New Deal to the Great Society. Educational Researcher, 24 (3), 4-11, 21.
Kantor, H. & Lowe, R. (2006). From New Deal to No Deal: No Child Left Behind and the devolution of responsibility for equal opportunity. Harvard Educational Review, 76 (4), 474-502.
Karen, D. (2005). No Child Left Behind? Sociology ignored! Sociology of Education, 78, 165-168.
Kincheloe, J. & Steinberg, S. (1993). A tentative description of postformal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63 (3), 296-320.
Kliebard, H. (2004). The struggle for the American curriculum, 1893-1958. New York: RoutledgeFalmer.
Leonard, T. & Willis, P. (Eds.). Mythopoetic curriculum in educational practice. New York: Springer.
Luke, C., & Gore, J. (Eds.). (1992). Feminisms and critical pedagogy. New York: Routledge.
McDonnell, L. (2005). No Child Left Behind and the federal role of education: Evolution or revolution? Peabody Journal of Education, 80 (2), 19-38.
McLaren, P. (1991). Decentering culture: Postmodernism, resistance, and critical pedagogy. In N. Wyner (Ed.), Current perspectives on the culture of schools (pp. 231-257). Boston: Brookline Books.
McLaren, P. (1991). Schooling the postmodern body: Critical pedagogy and the politics of enfleshment. In H. Giroux (Ed.), Postmodernism, feminism, and cultural politics (pp. 144-173). Albany, NY: State University of New York Press.
McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
McNeil, L. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge.
Meier, D. & Wood, G. (Eds.). (2004). Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press.
Namulundah, F. (1998). bell hook’s engaged pedagogy: A transgressive education for critical consciousness. Westport, CT: Bergin & Garvey, 1998.
National Longitudinal Study of No Child Left Behind prepared for the U.S. Department of Education. (2007). State and local implementation of the No Child Left Behind Act: Title I school choice, supplemental educational services, and student achievement. Washington, DC: Zimmerman, R., Gill, B., Razquin, P., Booker, K., & Lockwood, J. R. Retrieved from http://www2.ed.gov/rschstat/eval/choice/implementation/achievementanalysis.pdf.
Noddings, N. (2005). Educating citizens for global awareness. New York: Teachers College Press.
Oakes, J., Wells, a., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98, 482-510.
Olssen, M. (1996). In defense of the welfare state and of publicly provided education. Journal of Education Policy, 11, 337-362.
Orfield, G. (1969). The reconstruction of southern education: The schools and the 1964 Civil Rights Act. New York: Wiley.
Orfield, G. (1978). Must we bus: Segregated schools and national policy. Washington, DC: Brookings Institution.
Orfield, G. & Lee, C. (2005). Why poverty matters: Poverty and educational inequality. Cambridge: Harvard Education Publishing Group. (ERIC Document Reproduction Service No. ED 489186)
Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (2004). Understanding curriculum. New York: Peter Lang.
Price, T. & Peterson, E. (Eds.). (2009). The myth and reality of No Child Left Behind: Public education and high stakes assessment. Lanham, MD: University Press of America.
Purpel, D. (1989). The moral and spiritual crisis in education: A curriculum for justice and compassion in education with an introduction by Henry Giroux and Paulo Freire. New York: Bergin & Garvey.
Purpel, D. & Shapiro, S. (1995). Beyond liberation and excellence: Reconstructing the public discourse on education. Westport, CT: Bergin & Garvey.
Rasmussen, D. (2005). Cease to do evil, then learn to do good… (A pedagogy for the oppressor). In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 115-131). Mahwah, NJ: Erlbaum.
Rosenfeld, S. & Sher, J. (1977). The urbanization of rural schools, 1840-1970. In Sher, J. (Ed.), Education in rural America: A reassessment of conventional wisdom. Boulder, CO: Westview Press.
Ryan, J. (2004). The perverse incentives of the No Child Left Behind Act. New York University Law Review, 79, 932-989.
Soltis, J. (1984). On the nature of educational research. Educational Researcher, 13 (10), 5-10.
Spring, J. (1986). The American school, 1642-1985. New York: Longman.
Stein, S. (2004). The culture of education policy. New York: Teachers College Press.
Steffes, T. (2008). Solving the “Rural School Problem”: New state aid, standards, and supervision of local schools, 1900-1933. History of Education Quarterly, 48 (2), 181-220.
Sunderman, G. & Kim, J. The expansion of federal power and the politics of implementing the No Child Left Behind Act. Teachers College Record, 109 (5), 1057-1085.
Teran, G. (2005). Vernacular education for cultural regeneration: An alternative to Paulo Freire’s vision of emancipation. In C. Bowers & F. Aoffel-Marglin (Eds.), Re-thinking Freire: Globalization and the environmental crisis (pp. 69-82). Mahwah, NJ: Erlbaum.
Tyack, D. (1972). The tribe and common school: Community control in rural education. American Quarterly, 24, 3-19.
Tyack, D. (1974). The one best system: A history of American urban education. Cambridge: Harvard University Press.
Tyack, D. & James, T. (1986). State government and American public education: Exploring the “Primeval Forest.” History of Education Quarterly, 26, 39-69.
Whitty, G. (1997). Creating quasi-markets in education: A review of recent research on parental choice and school autonomy in three countries. Review of Research in Education, 22, 3-47.
Subscribe to:
Posts (Atom)