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To rise to the challenges of postmodern culture, Carlson argues,
progressives will need to leave the safe harbors of what is
familiar and comfortable. A new progressivism can only be forged of
a fundamental re-thinking and re-mythologizing of democratic
education. Drawing upon cultural studies perspectives, Carlson
interrogates philosophy through popular culture for mythologies
that might guide such a progressivism. Carlson uses Platonic,
Hegelian, Nitzschean, and Heideggerian "mythologies" to elaborate a
progressive model that provides powerful ways of "thinking"
democratic education and public life.
The essays in this volume explore the educational implications of
unsettling shifts in contemporary culture associated with
postmodernism. These shifts include the fragmentation of
established power blocs, the emergence of a politics of identity,
growing inequalities between the haves and the have-nots in a new
global economy, and the rise in influ
Advocates of the 'back-to-basics' movement argue that a basic
skills programme ensures that students are educated to a minimum
level of literacy required to enter the labour force. Critics
charge that these efforts only increase school bureaucracy and
undermine teachers' autonomy in the classroom. First published in
1992, this book moves beyond the rhetoric surrounding the basic
skills debate by providing a thorough yet critical examination of
urban education, urban school reform, and teachers' work culture.
Beginning with a sparkling theoretical discussion of the problems
and pitfalls of back-to-basics reform efforts, author Dennis
Carlson argues persuasively that the movement's exclusive emphasis
on functional literacy skills rather than higher-order thinking
assures that students will remain on the lower rungs of the
socio-economic ladder. He then proceeds with an empirical study of
two urban high school districts in which he documents the latent
effects of back-to-basics on teachers' work lives as well as
staff-administration clashes over efforts to implement
restructuring programmes. This book offers a sensible and
sophisticated treatment of some of the important issues facing
urban education and will be of great interest to anyone working in
Education.
For all of its promise, public education in the twentieth century never lived up to its democratic potential. Promises to Keep takes a serious look at the slow erosion of the fuller democratic meaning of a public education and a public life and explores the possibilities offered by emerging new progressivism. Inhabiting the intellectual and political space established by recent work in cultural studies, the essays collected here present the significant beginnings of a dialogue among various movements and discourses of democratic education and public life. Blending diverse approaches and distinguished scholars, this ambitious and timely volume struggles with the unfulfilled promises of history and offers hope for the future.
For all of its promise, public education in the twentieth century never lived up to its democratic potential. Promises to Keep takes a serious look at the slow erosion of the fuller democratic meaning of a public education and a public life and explores the possibilities offered by emerging new progressivism. Inhabiting the intellectual and political space established by recent work in cultural studies, the essays collected here present the significant beginnings of a dialogue among various movements and discourses of democratic education and public life. Blending diverse approaches and distinguished scholars, this ambitious and timely volume struggles with the unfulfilled promises of history and offers hope for the future.
Advocates of the 'back-to-basics' movement argue that a basic
skills programme ensures that students are educated to a minimum
level of literacy required to enter the labour force. Critics
charge that these efforts only increase school bureaucracy and
undermine teachers' autonomy in the classroom. First published in
1992, this book moves beyond the rhetoric surrounding the basic
skills debate by providing a thorough yet critical examination of
urban education, urban school reform, and teachers' work culture.
Beginning with a sparkling theoretical discussion of the problems
and pitfalls of back-to-basics reform efforts, author Dennis
Carlson argues persuasively that the movement's exclusive emphasis
on functional literacy skills rather than higher-order thinking
assures that students will remain on the lower rungs of the
socio-economic ladder. He then proceeds with an empirical study of
two urban high school districts in which he documents the latent
effects of back-to-basics on teachers' work lives as well as
staff-administration clashes over efforts to implement
restructuring programmes. This book offers a sensible and
sophisticated treatment of some of the important issues facing
urban education and will be of great interest to anyone working in
Education.
The essays in this volume explore the educational implications of
unsettling shifts in contemporary culture associated with
postmodernism. These shifts include the fragmentation of
established power blocs, the emergence of a politics of identity,
growing inequalities between the haves and the have-nots in a new
global economy, and the rise in influence of popular culture in
defining who we are. In the academy, postmodernism has been
associated with the emergence of new theoretical perspectives that
are unsettling the way we think about education. These shifts, the
authors suggest, are deeply contradictory and may lead in divergent
political directions--some of them quite dangerous.
"Power/Knowledge/Pedagogy" examines these issues with regard to
four broad domains of educational inquiry: state educational policy
and curriculum reform, student identity formation, the curriculum
as a text, and critical pedagogy. The book contributes to the
dialogue on the forging of a new commonsense discourse on
democratic educational renewal, attuned to the changing times in
which we live.
Challenging the conservative political agenda for school reform,
Dennis Carlson offers ideas for rethinking democratic progressive
ideas in education given the new cultural conditions of a
postmodern society. He explores what democratic education must be
to meet the demands of learning to work in an ""information age""
and argues for the importance of sexuality education, detracking
and multicultural education. The book attempts to reappropriate
democratic progressive approaches to education consistent with
dramatically new times that call for new ways of thinking about
equity, freedom and community. Above all it demonstrates how public
participation in educational debates contributes to a healthy and
robust public school system for all students.
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