This is the second volume in the Reflective Teaching and the Social
Conditions of Schooling series. Reflection in the area of culture
and teaching necessarily takes teachers on both an introspective
journey and an examination of the social conditions of schooling.
There is a need to know not only what they believe but also what
schools do. It has long been charged that our educational system
privileges some and disenfranchises others. Schools are not the
equitable institutions that one would hope them to be--a feature of
schooling and one that deserves a great deal more attention. This
work facilitates an examination of its readers' own beliefs,
acquaints them with the sentiments and arguments of others, and
encourages them to look further into the social conditions of
schooling.
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