First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Based on Classroom Experience Focusing on the causes for the continuing marginalization of minority children, this book examines inner-city education, its teaching practices, curricular rationales, perspectives of teachers and students, and the institutions themselves. Framed in the author's own experience as an inner city middle school teacher, this book explores the historical development, the truncated curriculum, the pedagogical styles, the preconceptions that teachers and students bring to their daily interactions, and the social and educational justifications for the profound...

Ladislaus M. Semali and Joe L. Kincheloe's edited book, What is Indigenous Knowledge?: Voices from the Academy not only exposes the fault lines of modernist grand narratives, but also illuminates, in a vivid and direct way, what it means to come to subjectivity in the margins. The international panel of contributors from both industrialized and developing countries, led by Semali and Kincheloe, injects a dramatic dynamic into the analysis of knowledge production and the rules of scholarship, opening new avenues for discussion in education, philosophy, cultural studies, as well as in other...

In this collection of essays, contributors draw from their own life experiences to explore the ways in which socio-economic class has shaped their lives and educational practices. Many tell stories of their teaching experiences with students from various social classes.

This book brings together leading scholars of education to analyze different ways of looking at school. Steinberg, Kincheloe, and a group of contributors argue that the goals of education are reduced by a superficial public conversation. Simplistic political views and strategies for reform ignore the complexity of the educational process. The debate over the purpose of schooling is lost. This dynamic produces an impoverished debate about the role of schools in a democratic society, the nature of learning, what constitutes good teaching, diverse ways of evaluating educational excellence, and a...

I didn't want to remain a hick from the mountains... In my cultural naivete I saw McDonald's as a place somehow where modern culture capital could be dispensed. Keeping these memories in mind as years later I monitored scores of conversations about the Golden Arches in the late 1990s, it became apparent that McDonald's is still considered a marker of modern identity.

Maintaining that urban teaching and learning is characterized by numerous contradictions, this book proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge that urban educators must possess in order to engage in effective and transformative practice. It is necessary for teachers in urban schools to be scholar-practitioners, as opposed to bureaucrats who only follow rather than analyze, understand, and create. Ten major sections cover the myriad issues of urban education as it exists today: context of urban education, race and ethnicity, social...

This book offers an extensive introduction to the philosophical work of Catharine Macaulay, as expressed in her Letters on Education (1790). It traces the theme of gender and education comparing Macaulay s ideas to those of her contemporaries, Jean-Jacques Rousseau, Hester Chapone, and Stephanie de Genlis. In the process, it presents a clear picture of the eighteenth-century quarrel that debates the interassociation among gender, education, and intellectual attainment. This book intends to initiate an informed conversation with contemporary readers about Macaulay s work on education...

While the authors of this book were team teaching a course called -High and Low Art: Good and Bad Taste-, the -Sensation- controversy at the Brooklyn Museum broke out. This controversy not only shaped their course, but had larger implications for art, culture, and education in general for the twenty-first century. By asking serious aesthetic and cultural questions about art and teaching, this book explores the power of art to shape both our emotions and our intellect."

Relational -(e)pistemologies- redefines epistemology in a non-transcendent manner and reclaims the traditional epistemological concerns of standards and criteria for warranting arguments and determining truth and falsity. These concerns must be reclaimed in order to make them visible and accountable as well as pragmatically useful on socially constructed grounds not transcendental grounds. Thayer-Bacon s book offers analysis and critique as well as redescription. She presents a pragmatist social feminist view, a relational perspective of knowing embedded within a discussion of many...