For the first time in a decade, leaders and citizens across the political spectrum are celebrating dissent. The reappearance of dissent in town hall meetings and on street corners brings new promise for improved democratic life and citizen participation. But this promise cannot be fulfilled if schools do not cultivate the skills necessary for our citizens to engage in political dissent. Indeed, this book reveals troubling practices in schools, resulting from the testing atmosphere and the hidden curriculum, that omit or suppress students ability to dissent and voice ideas that stand in opposition to the status quo. In this exciting book, Stitzlein investigates the historical and philosophical foundations of dissent in the work of the American Founders and the pragmatist philosophers who followed them. She examines the ways in which dissent is understood as a negative right and then proposes instead that dissent should be seen as a positive right. This book calls for a realignment of curriculum and the practices of schooling with both a guiding vision and a realistic interpretation of democracy as it is currently invoked in the era of Tea Party protests."

Every day teachers encounter moments of racial and gender tension in their classrooms. In the most drastic cases, these situations erupt into overt conflict or violence, while in other instances they go largely unnoted. Such incidents reveal that despite equality legislation and the good intentions of many teachers, racial and gender problems persist. How can teachers more effectively handle these moments? How can they prevent them in the future? This book is the first to unite two major schools of educational philosophy, traditional American pragmatism and contemporary poststructuralism, to offer both theoretical and concrete suggestions for dealing with actual classroom race and gender related events. While schools are one of the most common settings of race and gender discord, this book upholds schools as the primary location for alleviating systems of oppression. For it is within schools that children learn how to enact and respond to race and gender through the cultivation of habits, including dispositions, bodily comportment, and ways of interacting. In a spirit of social transformation, this book argues that when students learn to inhabit their races and genders more flexibly, many classroom problems can be prevented and current social structures of identity-based oppression can be alleviated.

For the first time in a decade, leaders and citizens across the political spectrum are celebrating dissent. The reappearance of dissent in town hall meetings and on street corners brings new promise for improved democratic life and citizen participation. But this promise cannot be fulfilled if schools do not cultivate the skills necessary for our citizens to engage in political dissent. Indeed, this book reveals troubling practices in schools, resulting from the testing atmosphere and the hidden curriculum, that omit or suppress students ability to dissent and voice ideas that stand in opposition to the status quo. In this exciting book, Stitzlein investigates the historical and philosophical foundations of dissent in the work of the American Founders and the pragmatist philosophers who followed them. She examines the ways in which dissent is understood as a negative right and then proposes instead that dissent should be seen as a positive right. This book calls for a realignment of curriculum and the practices of schooling with both a guiding vision and a realistic interpretation of democracy as it is currently invoked in the era of Tea Party protests."

Public school systems are central to a flourishing democracy, where children learn how to solve problems together, build shared identities, and come to value justice and liberty for all. However, as citizen support for public schools steadily declines, our democratic way of life is increasingly at risk. Often, we hear about the poor performances of students and teachers in the public school system, but as author Sarah M. Stitzlein asserts in her compelling new volume, the current educational crisis is not about accountability, but rather citizen responsibility. Now, more than ever, citizens increasingly do not feel as though public schools are our schools, forgetting that we have influence over their outcomes and are responsible for their success. In effect, accountability becomes more and more about finding failure and casting blame on our school administrators and teachers, rather than taking responsibility as citizens for shaping our expectations of the classroom, determining the criteria we use to measure its success, and supporting our public schools as they nurture our children for the future. American Public Education and the Responsibility of its Citizens sheds an important light on recent shifts in the link between education and citizenship, helping readers to understand not only how schools now work, but also how citizens can take an active and influential role in shaping them. Moving from philosophical critique of these changes to practical suggestions for action, Stitzlein provides readers with the tools, habits, practices, and knowledge necessary to support public education. Further, by sharing examples of citizens and successful communities that are effectively working with their school systems, Stitzlein offers a torch of hope to sustain citizens through this difficult work in order to keep our democracy strong.