1st Edition
Education, Policy and Democracy Contemporary Challenges and Possibilities
Introduction—Education, policy and democracy: contemporary challenges and possibilities Stewart Riddle, David Bright and Amanda Heffernan
1. Reflections on contemporary challenges and possibilities for democracy and education
Michael W. Apple, Gert Biesta, David Bright, Henry A. Giroux, Amanda Heffernan, Peter McLaren, Stewart Riddle and Anna Yeatman
2. Punk rock’s messages for the neoliberal university
Noah Romero
3. Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices
Rhyall Barry Gordon, Matt Lumb, Matthew Bunn and Penny Jane Burke
4. Relational pedagogy and the policy failure of contemporary Australian schooling: activist teaching and pedagogically driven reform
Andrew Hickey, Stewart Riddle, Janean Robinson, Barry Down, Robert Hattam and Alison Wrench
5. A Freirean analysis of the Escola sem Partido dystopian schooling model: indignation, hope and untested feasibility during pandemic times
Jorge Knijnik
6. The contemporary challenge of activism as curriculum work
Marie Brennan, Eve Mayes and Lew Zipin
7. Understanding and celebrating advantaged boys: education that excludes
Stef Rozitis
8. Towards an understanding of curricular justice and democratic schooling
Martin Mills, Stewart Riddle, Glenda McGregor and Angelique Howell
9. Reflections on how education can be for democracy in the twenty-first century
Anne Aly, Jill Blackmore, David Bright, Debra Hayes, Amanda Heffernan, Bob Lingard, Stewart Riddle, Keita Takayama and Deborah Youdell
Biography
Stewart Riddle is Associate Professor in the School of Education, University of Southern Queensland, Australia. His research examines the democratisation of schooling systems, increasing access and equity in education and how schooling can respond to critical social issues in complex contemporary times.
David Bright is Senior lecturer in the Faculty of Education at Monash University in Australia. His research interests include teacher identity, international schooling, and post-qualitative inquiry.
Amanda Heffernan is Senior Lecturer at the Manchester Institute of Education, University of Manchester, UK. Her research brings critical perspectives to educational leadership and policy, and her current projects focus on the attraction, support, and retention of school leaders. She is Co-Editor of the Journal of Educational Administration and History.
