The gaze of educational researchers has traditionally been turned "down" toward the experiences of communities deemed at-risk, presumably with the purpose of improving their plight. Indeed, theorizing about the relationship between education, culture, and society has typically emerged from the study of poor and marginalized groups in public schools. Seldom have educational researchers considered class privilege and educational advantage in their attempts at understanding inequality and fomenting social justice. This collection of groundbreaking studies breaks with this tradition by shifting the gaze of inquiry "up," toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources. This edited volume brings together established and emerging scholars in education and the social sciences working critically to interrogate a diversity of educational environments serving the interests of influential groups both within and beyond schools. The authors investigate the power relations that underlie various contexts of class privilege. They shed light into the ways in which the success of a few relates to the failure of many.

Hardbound. This book brings together for the first time the most current research about the academic effects and policy implications of the school reform known as parental choice. The topic of choice in education is discussed in terms of why, when, where and how, if at all, it should be implemented. The contents are fourteen original papers written by scholars from Israel, UK, the United States and Canada and brings together the empirical studies of school choice examined in an international context.

Peter Cookson's Sacred Trust: An Education Bill of Rights is a book for district and school leaders, teachers, policy makers, and anyone interested in ensuring a world class education, school equity, and student well-being for K-12 students in this new century. In this thought-provoking and inspiring "call to action", Cookson not only argues that equality of educational opportunity is today's great civil rights issue, he demonstrates-though the use of vivid storytelling and relevant research-how a collective, national vision is needed in order to achieve world class schooling for our children in this century. This necessary vision is what Cookson calls an education bill of rights-a set of transcendent, guiding principles designed to unite the nation in its educational reform efforts while still allowing states to retain local control over their school systems. From the right to a school that is funded for 21st century excellence; to the right to develop individual learning styles; and the right to have one's heritage and differences honored, celebrated, and incorporated into study, Cookson's education bill of rights serves as an ideal launching pad for school leaders and policy makers to create a concrete action plan that will lead to just, equitable, and excellent schools and school systems in the United States.

The gaze of educational researchers has traditionally been turned 'down' toward the experiences of communities deemed at-risk, presumably with the purpose of improving their plight. Indeed, theorizing about the relationship between education, culture, and society has typically emerged from the study of poor and marginalized groups in public schools. Seldom have educational researchers considered class privilege and educational advantage in their attempts at understanding inequality and fomenting social justice. This collection of groundbreaking studies breaks with this tradition by shifting the gaze of inquiry 'up, ' toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources. This edited volume brings together established and emerging scholars in education and the social sciences working critically to interrogate a diversity of educational environments serving the interests of influential groups both within and beyond schools. The authors investigate the power relations that underlie various contexts of class privilege. They shed light into the ways in which the success of a few relates to the failure of many.

Few school reform movements have aroused more public passion than school choice. Should families have a voice in deciding which schools their children attend? Is it true that increased competition leads to better schools? How do the various school choice proposals differ? Are school choice policies logistically feasible and economically viable? In this book Peter Cookson, a noted educational sociologist, discusses the practice and politics of school choice objectively and comprehensively. Cookson illuminates the philosophical and historical origins of the school choice movement, examines a variety of school choice plans around the nation, and analyzes the outcomes of school choice in terms of student achievement, school improvement, and the rights of the citizenry. Drawing on his own observations, interviews, and analyses of school choice research, Cookson clarifies a number of issues surrounding this hotly debated topic. He discusses, for example: -programs in Minnesota, Cambridge and Fall River, Massachusetts, and East Harlem and White Plains, New York, that demonstrate how choice can solve fundamental educational problems; -a voucher system in Milwaukee that allows children to enroll in private as well as public schools; -whether establishing an educational marketplace might result in fraudulent representation and other business malpractices; -whether choice policies will overcome or intensify social stratification and segregation. Cookson argues that school choice can be a useful tactic of educational reform, but that without good schools to choose among and full access to information about the options, the ability to choose is meaningless. He concludes by offering a proposal that would make school choice an innovative mechanism in the creation of a school system that is at once more egalitarian and superior.

Education has changed much, especially during the last decade. This comprehensive reference offers a systematic overview of developments in educational policy and practice around the world. The editors have selected roughly 30 representative countries, many of which are significant because of their power and population. Each chapter, written by an expert contributor, treats educational reform in a particular nation. The chapters place educational reform within philosophical, historical, political, social, and economic contexts, and the consideration of common issues makes this volume a valuable source of comparative information.

The contributors employ a uniform approach throughout the work. The issues discussed in each chapter include the impact of economic development, educational expansion, literacy movements, achievement levels, pedagogic and curriculum reform, minority groups and women, public and private education, and the role of the State. The final chapters examine several significant trends in greater detail. Educators and policy makers will rely on this book as an indispensable reference tool.

Class Rules challenges the popular myth that high schools are the "Great Equalizers". In his groundbreaking study, Cookson demonstrates that adolescents undergo different class rites of passage depending on the social-class composition of the high school they attend. Drawing on stories of schools and individual students, the author shows that where a student goes to high school is a major influence on his or her social class trajectory. Class Rules is a penetrating, original examination of the role education plays in blocking upward mobility for many children. It offers a compelling vision of an equitable system of schools based on the full democratic rights of students. Book features: provides a fresh, dynamic way of understanding educational inequality and social reproduction, offers a breakthrough social/psychological theory of how adolescents acquire class consciousness, compares the cultures and curricula of five American high schools focusing on the class composition of their students.

Class Rules challenges the popular myth that high schools are the "Great Equalizers". In his groundbreaking study, Cookson demonstrates that adolescents undergo different class rites of passage depending on the social-class composition of the high school they attend. Drawing on stories of schools and individual students, the author shows that where a student goes to high school is a major influence on his or her social class trajectory. Class Rules is a penetrating, original examination of the role education plays in blocking upward mobility for many children. It offers a compelling vision of an equitable system of schools based on the full democratic rights of students. Book features: provides a fresh, dynamic way of understanding educational inequality and social reproduction, offers a breakthrough social/psychological theory of how adolescents acquire class consciousness, compares the cultures and curricula of five American high schools focusing on the class composition of their students.