This new edition of Unequal By Design: High-Stakes Testing and the Standardization of Inequality critically examines the deep and enduring problems within systems of education in the U.S., in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. Updates to the new edition include new chapters that focus on: the role of schools and standardized testing in reproducing social, cultural, and economic inequalities; the way high-stakes testing is used to advance neoliberal, market-based educational schemes that ultimately concentrate wealth and power among elites; how standardized testing became the dominant tool within our educational systems; the numerous technical and ideological problems with using standardized tests to evaluate students, teachers, and schools; the role that high-stakes testing plays in the maintenance of white supremacy; and how school communities have resisted high-stakes testing and used better assessments of student learning. Parents, teachers, university students, and scholars will find Unequal By Design useful for gaining a broad, critical understanding of the issues surrounding our over-reliance on high-stakes, standardized testing in the U.S. through up-to-date research on testing, historical and contemporary examples of the struggles over such tests, and information about how testing has fostered the privatization of public education in the U.S.

This new edition of Unequal By Design: High-Stakes Testing and the Standardization of Inequality critically examines the deep and enduring problems within systems of education in the U.S., in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. Updates to the new edition include new chapters that focus on: the role of schools and standardized testing in reproducing social, cultural, and economic inequalities; the way high-stakes testing is used to advance neoliberal, market-based educational schemes that ultimately concentrate wealth and power among elites; how standardized testing became the dominant tool within our educational systems; the numerous technical and ideological problems with using standardized tests to evaluate students, teachers, and schools; the role that high-stakes testing plays in the maintenance of white supremacy; and how school communities have resisted high-stakes testing and used better assessments of student learning. Parents, teachers, university students, and scholars will find Unequal By Design useful for gaining a broad, critical understanding of the issues surrounding our over-reliance on high-stakes, standardized testing in the U.S. through up-to-date research on testing, historical and contemporary examples of the struggles over such tests, and information about how testing has fostered the privatization of public education in the U.S.

A CHOICE Outstanding Academic Title 2012! Critical Curriculum Studies offers a novel framework for thinking about how curriculum relates to students' understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative curriculum that challenges existing inequity in social, educational, and economic relations. Making use of the work of important scholars such as Freire, Vygotsky, Hartsock, Harding, and others, Critical Curriculum Studies, argues that we must understand the relationship between the curriculum and the types of consciousness we carry out into the world.

The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: * social movements and pedagogic work * critical research methods for critical education * the politics of practice and the recreation of theory * the freirian legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future.

The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: social movements and pedagogic work critical research methods for critical education the politics of practice and the recreation of theory the freirian legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future.

Challenging and complex questions around inequality and power have been persistent within modern systems of education since their inception. But in the last four or five decades the vibrant field of critical education has developed and grown in response to such issues. Specifically, education scholars adopting a critical approach seek to interrogate how social, economic, cultural, linguistic, racial, sexual, and other forms of difference intersect and play out within school policy and classroom practices. Additionally, such scholars have shed light on the ways in which education can transform schools and society to be more just and radically democratic. The learned editors of this landmark Routledge Major Work collection argue that the field of critical education has become central within educational research. Most teacher-training programmes include courses that examine both the problems of inequality in education, and also how teachers and scholars can work to ameliorate those same problems. Moreover, the reach of critical educational research, policy, and practice is now truly international. The influence of these perspectives in Brazil and throughout Latin America, in part due to the work of Paulo Freire, is particularly striking. Powerful currents of critical education can also be found in Europe, Asia, and Africa. For example, entire states within India have based their efforts in school reform and the interruption of educationally driven inequalities around the principles of critical pedagogic and curricular traditions, arguments, and practices that have been enunciated in the literature. Another example can be found in China, where Beijing Normal University-which has the most influential school of education in China-has established a research centre in the name of the lead editor of this collection to document and spread the national and international influences of critical education. With the established and growing potency and influence of critical education across national borders, this new Routledge title answers the need for an authoritative reference work to enable users to map and make sense of critical approaches to education. The volumes focus on both historical antecedents in the field (including key works produced before the term 'critical education' gained wide currency but which anticipate approaches now included under that rubric), as well as what might be considered foundational or guiding texts that broke new theoretical or political ground in their time. They also address crucial controversies and contradictions, while bringing together some of the sharpest and most insightful pieces of contemporary critical education scholarship and points towards significant new directions in the field. Supplemented with a full index, and general and volume introductions, newly written by the editors, which situate the collected materials in their historical and intellectual context, Critical Education is certain to be appreciated by scholars, students, and researchers as a vital reference and pedagogic resource.

Social studies education over its hundred-year history has focused predominantly on white and male narratives. This has not only been detrimental to the increasingly diverse population of the U.S., but it has also meant that social studies as a field of scholarship has systematically excluded and marginalized the voices, teaching, and research of women, scholars of color, queer scholars, and scholars whose politics challenge the dominant traditions of history, geography, economics, and civics education. This is increasingly no longer the case. Teachers and scholars have the power -- through pedagogy, curriculum, and community activism - and use it to actively resist injustice while also working towards a more radically just world. It is of great importance to the discipline-and to the children who are being educated now and will be in the future-that the work of these pioneers be collected and shared. Insurgent Social Studies disrupts the current state of social education by highlighting those whose work has often been deemed "too radical." The contributions cover voices marginalized by race, ethnicity, sexual orientation, religion, political and socio-economic status. They honor the different viewpoints while building solidarity via a shared call to change. Theoretically grounded and abounding in examples of practice, this book is essential reading to all researchers and practitioners in social studies, and is perfect as an adopted text in the social studies curriculum at Colleges of Education.

Mapping Corporate Education Reform outlines and analyzes the complex relationships between policy actors that define education reform within the current, neoliberal context. Using social network analysis and powerful data visualization tools, the authors identify the problematic roots of these relationships and describe their effects both in the U.S. and abroad. Through a series of case studies, each chapter reveals how powerful actors, from billionaire philanthropists to multinational education corporations, leverage their resources to implement free market mechanisms within public education. By comprehensively connecting the dots of neoliberal education reforms, the authors reveal not only the details of the reforms themselves, but the relationships that enable actors to amass troubling degrees of political power through network governance. A critical analysis of the actors and interests behind education policies, Mapping Corporate Education Reform uncovers the frequently obscured operations of educational governance and offers key insights into education reform at the present moment.

Mapping Corporate Education Reform outlines and analyzes the complex relationships between policy actors that define education reform within the current, neoliberal context. Using social network analysis and powerful data visualization tools, the authors identify the problematic roots of these relationships and describe their effects both in the U.S. and abroad. Through a series of case studies, each chapter reveals how powerful actors, from billionaire philanthropists to multinational education corporations, leverage their resources to implement free market mechanisms within public education. By comprehensively connecting the dots of neoliberal education reforms, the authors reveal not only the details of the reforms themselves, but the relationships that enable actors to amass troubling degrees of political power through network governance. A critical analysis of the actors and interests behind education policies, Mapping Corporate Education Reform uncovers the frequently obscured operations of educational governance and offers key insights into education reform at the present moment.

The number of Asian American students in schools and colleges has soared in the last twenty-five years, and they make up one of the fastest growing segments of the student population. However, classroom material often does not include their version of the American experience. Teaching about Asian Pacific Americans was created to address this void. This resource guide provides interactive activities, assignments, and strategies for classrooms or workshops. Those new to the field of Asian American studies will appreciate the background information on issues that concern Asian Pacific Americans, while experts in the field will find powerful, innovative teaching activities that clearly convey established and new ideas. The activities in this book have been used effectively in classrooms, workshops for staff and practitioners in student services programs, community-based organizations, teacher training programs, social service agencies, and diversity training. Teaching About Asian Pacific Americans serves as a critical resource for anyone interested in race, ethnicity, and Asian Pacific American communities.

The number of Asian American students in schools and colleges has soared in the last twenty-five years, and they make up one of the fastest growing segments of the student population. However, classroom material often does not include their version of the American experience. Teaching about Asian Pacific Americans was created to address this void. This resource guide provides interactive activities, assignments, and strategies for classrooms or workshops. Those new to the field of Asian American studies will appreciate the background information on issues that concern Asian Pacific Americans, while experts in the field will find powerful, innovative teaching activities that clearly convey established and new ideas. The activities in this book have been used effectively in classrooms, workshops for staff and practitioners in student services programs, community-based organizations, teacher training programs, social service agencies, and diversity training. Teaching About Asian Pacific Americans serves as a critical resource for anyone interested in race, ethnicity, and Asian Pacific American communities.

A CHOICE Outstanding Academic Title 2012! Critical Curriculum Studies offers a novel framework for thinking about how curriculum relates to students' understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative curriculum that challenges existing inequity in social, educational, and economic relations. Making use of the work of important scholars such as Freire, Vygotsky, Hartsock, Harding, and others, Critical Curriculum Studies, argues that we must understand the relationship between the curriculum and the types of consciousness we carry out into the world.

In A Marxist Education: Learning to Change the World, professor and education activist Wayne Au traces both his own development as a Marxist educator, as well as the development of Marxist educational theory. Arguing that dialectical materialism is at the heart of Marxist theory, Au uses dialectics to not only analyse the relationship between capitalism and schools, but also to understand teaching, learning, and curriculum. In the process, A Marxist Education challenges the idea that Marxism is Eurocentric, reclaims noted educators such as Lev Vygotsky and Paulo Freire as being within the Marxist tradition, and integrates racial and feminist traditions into analyses of education, consciousness, and power.

This practical book shows how veteran, justiceoriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students' literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-toclassroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice.

Within curriculum studies, a "master narrative" has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that would best benefit their children. Building upon earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the "founding" period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States. Book Features: Challenges the historical foundations of curriculum studies in the United States during the turn of and early decades of the 20th century. Illuminates the curriculum conversations, struggles, and contentions of communities of color. Highlights curriculum historically as a site at the intersection of colonization, White supremacy, and Americanization in the United States. Brings marginalized voices from the community into the conversation of curriculum, typically dominated by university voices.

Within curriculum studies, a "master narrative" has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of color, all of which were engaged in their own critical conversations about the type of education that would best benefit their children. Building upon earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the "founding" period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States. Book Features: Challenges the historical foundations of curriculum studies in the United States during the turn of and early decades of the 20th century. Illuminates the curriculum conversations, struggles, and contentions of communities of color. Highlights curriculum historically as a site at the intersection of colonization, White supremacy, and Americanization in the United States. Brings marginalized voices from the community into the conversation of curriculum, typically dominated by university voices.