Bøger i Counterpoints serien

Constructing Critical Consciousness unmasks the everyday colonizing operations of hegemonic power, often under the guise of progressive language. Through critical multicultural research and critical race, class, and gender narratives, the book exposes some of the barriers encountered in challenging hegemony and offers ideas for interrupting hegemony in teacher and K-12 education.

Constructing Critical Consciousness unmasks the everyday colonizing operations of hegemonic power, often under the guise of progressive language. Through critical multicultural research and critical race, class, and gender narratives, the book exposes some of the barriers encountered in challenging hegemony and offers ideas for interrupting hegemony in teacher and K-12 education.

Come Closer

Edward Said has been acknowledged as one of the greatest critics and cultural theorists of our time. This book translates Said's complex theory into praxis for readers and educators by gleaning key concepts and methodologies, critical and conceptual frameworks, and uses and ramifications for academic critique.

Unmasks the neoliberal ideology that led modern civilization to withdraw from its previous accomplishments into what may be called the new Dark Ages. In this book, the international group of contributors aggressively rejects the siege of society by capitalism and the resulting deterioration.

Profiles teachers, students, and schools struggling to interrupt the reproduction of social inequalities from one generation to the next. This title illustrates how forces of globalization create greater inequalities, and carefully describes and evaluates efforts to democratize educational opportunities.

Profiles teachers, students, and schools struggling to interrupt the reproduction of social inequalities from one generation to the next. This title illustrates how forces of globalization create greater inequalities, and carefully describes and evaluates efforts to democratize educational opportunities.

A Decolonizing Encounter

A Decolonizing Encounter

A Community of Disagreement

What is research and who is a researcher? Why engage in research and what can be its value? How do we come to know what lies beyond our horizons? This book explores these and other questions pertaining to the nature and process of educational research.

What is research and who is a researcher? Why engage in research and what can be its value? How do we come to know what lies beyond our horizons? This book explores these and other questions pertaining to the nature and process of educational research.

The Gay Agenda: Claiming Space, Identity, and Justice claims and reclaims the language of "agenda" and turns the rhetoric of the religious right on its ear. The contributors provide insightful and sharp commentary on gay agendas for human rights, marriage and family, cultural influences, schooling and education, and politics and law.

This book - grounded in twelve months of critical ethnographic fieldwork at a secondary school in North America - examines how educators and educational leaders pathologize the lived experiences of South Asian boys or "Brown boys", and how they engage in deficit theorizing discourses and practices.

Ivor Goodson is a vital contributor to the study of education and to educational research. This book traces the contours of his morally inflected approach to scholarship, highlighting its contribution to a politics of transformation, all the while acknowledging and encapsulating the practical, passionate, principled humanity that continues to drive Goodson's scholarship.

Emerging Perspectives on 'African Development': Speaking Differently discusses numerous areas of interest and issues about Africa, including contemporary challenges and possibilities of development. It offers cautionary words to field practitioners, researchers, and social theorists who work in development using language that is easily accessible to laypersons.

Emerging Perspectives on 'African Development': Speaking Differently discusses numerous areas of interest and issues about Africa, including contemporary challenges and possibilities of development. It offers cautionary words to field practitioners, researchers, and social theorists who work in development using language that is easily accessible to laypersons.

How do these multiple interpretations of popular culture within critical conceptualizations of place enhance our understandings of education? This book investigates the connections between the critical examination of place - specific culture and its multiple connections with education and pedagogy.

How do these multiple interpretations of popular culture within critical conceptualizations of place enhance our understandings of education? This book investigates the connections between the critical examination of place - specific culture and its multiple connections with education and pedagogy.

Addresses a critical question rarely addressed in our conversations and the literature about race, culture and diversity: How might spirituality and our inner lives matter in teaching and teacher education that explicitly engages and addresses race and culture?

Addresses a critical question rarely addressed in our conversations and the literature about race, culture and diversity: How might spirituality and our inner lives matter in teaching and teacher education that explicitly engages and addresses race and culture?

Teacher Evaluation: The Charge and the Challenges aims to "talk back" to the national rhetoric about teacher evaluation and accountability measures, with a call for all educators, policy makers, activists, scholars, and reformers to engage in critical dialogue and democratic practices.

Teacher Evaluation: The Charge and the Challenges aims to "talk back" to the national rhetoric about teacher evaluation and accountability measures, with a call for all educators, policy makers, activists, scholars, and reformers to engage in critical dialogue and democratic practices.

Language, Nation, and Identity in the Classroom critiques the normalizing aspects of schooling and the taken-for-granted assumptions in education about culture, identity, language, and learning. The text applies theories of postmodernism, postcolonialism, and other critical cultural theories from disciplines often overlooked in the field of education.

The Time Is Now argues that understanding and responding to the dropout crisis facing the United States has overlooked one major element - school culture. The book provides a practical theory of action aimed at challenging the ways schools and communities work together to transform education practice, policy, and, ultimately, student engagement and achievement among students of color.

Provides scholars and laymen with an assortment of theoretical and practical perspectives for questioning contemporary practices and forging new methods of education reform and innovation. This book offers a collection of contemporary essays by the major thinkers in the field of education reform and innovation.

Provides scholars and laymen with an assortment of theoretical and practical perspectives for questioning contemporary practices and forging new methods of education reform and innovation. This book offers a collection of contemporary essays by the major thinkers in the field of education reform and innovation.

My Teaching, My Philosophy brings together twenty of the most prominent thinkers on education, philosophy, art, and literature to converse with Kenneth Wain and the many facets of his work. This book gives Wain's philosophy the attention it deserves and is a must-read for anyone wanting to get a snapshot on the most recent thinking on philosophy of education.

My Teaching, My Philosophy brings together twenty of the most prominent thinkers on education, philosophy, art, and literature to converse with Kenneth Wain and the many facets of his work. This book gives Wain's philosophy the attention it deserves and is a must-read for anyone wanting to get a snapshot on the most recent thinking on philosophy of education.

While the term "public intellectual" has been used to describe scholars who seek to share their re-search with the public, little work has been done to examine the role of a public intellectual in the field of education. This book builds upon the notion of the public intellectual in a way that makes the term more accessible.