Defending Public Schools: Curriculum Continuity and Change in the 21st Century

Defending Public Schools: Curriculum Continuity and Change in the 21st Century



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Defending Public Schools: Curriculum Continuity and Change in the 21st Century by David A. Gabbard

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.

Product Details

ISBN-13: 9780275982997
Publisher: Greenwood Publishing Group, Incorporated
Publication date: 09/28/2004
Series: Praeger Perspectives Series
Pages: 224
Product dimensions: 6.50(w) x 1.50(h) x 9.50(d)

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.

Table of Contents

Volume I

General Editors Introduction: Defending Public Schools, Defending Democracy



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 HigherEducation

Chapter 15 Schooling and the Security State



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



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



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 Overemphasizing Achievement

Chapter 4 International Comparisons: Worth the Cost?

Chapter 5 Assessment, Accountability, and the Impossible Dream

Chapter 6 Authentic Accountability: An Alternative to High-Stakes Testing

Chapter 7 Evaluation of Schools and Education: Bad Practice, Limited Knowledge

Part II Perspectives on Standards and Assessment

Chapter 8 Teachers Working with Standards and State Testing

Chapter 9 Parental Involvement: In Defense of What Kind of Vision for Public School?

Chapter 10 Leaving No Child Left Behind: Accountability Reform

and Students with Disabilities

Chapter 11 The Accumulation of Disadvantage: The Consequences of Testing for Poor and Minority Children

Chapter 12 Educational Leaders and Assessment-Based Reform

Chapter 13 The Mismeasure and Abuse of Our Children: Why School Officials Must Resist State and National Standardized Testing Reforms



About the Editors

About the Contributors

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