This book brings together a group of leading international
scholars to examine the paradoxical roles of schooling in
reproducing and legitimizing large-scale structural inequalities
along the axes of race, ethnicity, class, sexuality, and
disability. Through critical engagements with contemporary theories
of class and cultural critique, the book questions the inherited
dogma that underlies both liberal and conservative and also social
democraticapproaches to teaching and makes a spirited case for
teaching as a critical and revolutionary act.
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