Schooling and the Struggle for Public Life : Democracy's Promise and Education's Challenge book cover
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2nd Edition

Schooling and the Struggle for Public Life
Democracy's Promise and Education's Challenge





ISBN 9781594510359
Published June 30, 2005 by Routledge
276 Pages

 
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Book Description

This book examines the relationship between democracy and schooling and argues that schools are one of the few spheres left where youth can learn the knowledge and skills necessary to become engaged, critical citizens. Not only is the legacy of democracy addressed through the work of John Dewey and others, but the democratic possibilities of schooling are analyzed through a range of issues extending from the politics of teacher authority to the importance of student voices. These issues have only become more vital in an era of neoliberalism and "smaller government," as Giroux discusses at length in this new updated edition.

Table of Contents

Introduction: Schooling, Citizenship, and the Struggle for Democracy. Schooling and the Politics of Ethics: Beyond Conservative and Liberal Discourses. Authority, Ethics, and the Politics of Schooling. Schooling and the Politics of Student Voice. Literacy, Critical Pedagogy, and Empowerment. Teacher Education and Democratic Schooling. Conclusion: Beyond the Politics of Anti-Utopianism in Education.

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Reviews

“There are certainly few scholars who have had a greater impact in educational theory than Henry Giroux. His superb intellect is only matched by his prodigious scholarly capacity.
—Teachers College Record


Praise for the First Edition

"I would strongly recommend that [Schooling and the Struggle for Public Life] be read not only by teachers, those who teach teachers, and those who would be teachers, but by everyone concerned about education and the enhancement of democratic possibilities"
—Harvey J. Kaye, Educational Theory

"[In Schooling and the Struggle for Public Life] Giroux offers a thoughtful, theoretically consistent alternative to a technicist vision [of pedagogy]. Hope exists, he concludes, because we can imagine alternatives"
—Joe L. Kincheloe, Educational Studies