The second edition of Knowledge and Power in the Global Economy examines how neoliberal and neoconservative policies are working in tandem to privatize and commercialize public schools. It looks at how these policies and the agendas behind them have impacted the internal dynamics of school management, teaching, and learning, as well as how they have transformed the external dynamics of education from a public good or service offered to serve public interests to a private enterprise primarily serving private interests. In addition to information, critique, and analysis, multiple perspectives are provided that readers can draw upon to formulate an alternative vision of education as a crucial element of social change along democratic and egalitarian lines.
The first edition of this volume provided a critical encyclopedic approach to the rhetoric of educational reform as it developed from the 1980s through the 1990s—critiquing its vocabulary, elaborating the multiplicity of ways that the logic of neoliberalism and the emerging patterns of high stakes testing and accountability were impacting the curriculum, and introducing ideas associated with alternative and liberatory educational projects. Since its publication in 2000, policy developments, such as the No Child Left Behind Act of 2001 in the U.S. and others in the U.K. and other parts of the world, have nationalized and intensified these patterns, deepening the logic and extent of neoliberalism’s hold over educational reforms. At the same time, it is impossible to understand the current crises in education solely in terms of neoliberalism; the impact of neoconservatism must also be considered. Hence this second edition has a new subtitle: The Effects of School Reform in a Neoliberal/ Neoconservative Age. This edition is structured around five themes:
*Political and Social Foundations;
*Anti-Educational Foundations: The Set-Up;
*Anti-Educational Foundations: The Trap;
*Classroom Consequences; and
This volume will particularly interest scholars and professionals across the fields of educational foundations, curriculum theory, and educational policy, and is well suited as a text for courses in these areas.
“This is an important and necessary book. The list of contributing authors includes a stunning array of insightful and widely published and referenced critical scholars and educators. [It] offers readers an opportunity to better understand how contemporary educational policies fit within the broader aims of neoliberal and neoconservative agendas…. Differentially skilled and socially/politically/culturally neutered and compliant human capital is now the production focus of neoliberalized education systems and institutions, hand in glove with and enforced by an neoconservative ideology and state…. But there is resistance…. There are people who want a more human and more equal society, a society where students and citizens and workers are not sacrificed on the altar of profit before all else…. This book feeds that resistance!”
University College Northampton
Contents: D. Hill, Foreword. Introduction. Part I: Political & Social Foundations. J. Garrison, S. Schneider, Democracy. D. Hill,
Socialism. R. Brosio, Liberalism. D. Hursh, Neoliberalism. T.C. Pedroni, Conservatism. K.L. Buras, Neoconservatism. L.W. Britt, Fascism. D. Gabbard, Global Economy/The Market. P. Leistyna, Class. K. Weiler, Gender. G.A. Guy, Race. W.F. Pinar, Sexuality. Part II: Anti-Educational Foundations: The Set-Up. E. Haas, Propaganda. S. Ohanian,
High Standards. S. Mathison, Assessment. K. Anijar, Evidence-Based Education. K. Rhoades, Educational Research. D. Gabbard, Accountability. F. Briscoe, Discipline. S.S. Prettyman, S. Kruse, Masculinization. K.J. Saltman, D. Gabbard, Militarization. Part III: Anti-Educational Foundations: The Trap. P. Kovacs, Think Tanks, Institutes, Foundations. P. Kovacs, The Anti-School Movement. J. Spring, Choice. G. Schmidt, Charter Schools. K.J. Saltman, Privatization. M. Bousquet, The Corporate University. R.A. Bahruth, Schooling. Part IV: Classroom Consequences. K. Kesson, Teaching. T.S. Atkinson, Reading. K. Cadiero-Kaplan, M. Berta-Avila, Bilingual Education. P.H. Hinchey, Language Arts Education. C. Lankshear, M. Knobel, Literacy. J.J. Leaños, A.J. Villarreal, Arts Education. E.W. Ross, Social Studies Education. T. Munk, Mathematics Education. D.I. Dykstra, Jr., Science Education. P.H. Hinchey, Educational Technology. T. DaoJensen, Abstinence-Only Sex Education. F. Arrows, Character Education. Part V: Democracy's Path. T. Fotopoulos, Inclusive Democracy. S.L. Macrine, Inclusive Schooling. C. Malott, M. Pruyn, Critical Pedagogy. J. Suoranta, P. McLaren, Socialist Pedagogy. J.F. Brady, Critical Feminist Pedagogy. F. Arrows, Indigenous Pedagogy. D.L. Stuchul, M.S. Prakash, Ecological Literacy. M.D. Beatham, Technological Literacy. M. Frankenstein, Quantitative Arguments. M. Hern, Deschooling.
This series focuses on studies of public and private institutions, the media, and academic disciplines that contribute to educating--in the broadest sense--students and the general public. The series welcomes volumes with multicultural perspectives, diverse interpretations, and a range of political points of view from conservative to critical. Books accepted for publication in this series will be written for an academic audience and, in some cases, also for use as supplementary readings in graduate and undergraduate courses.
Topics to be addressed in this series include, but are not limited to, sociocultural, political, and historical studies of
Local, state, national, and international educational systems
Elementary and secondary schools, colleges and universities
Public institutions of education such as museums, libraries, and foundations
Computer systems and software as instruments of public education
The popular media as forms of public education
Content areas within the academic study of education, such as curriculum and instruction, psychology, and educational technology