This engaging text examines issues in education and curriculum theory from multiple critical perspectives. Students are encouraged to look at education from the "inside" (the complex processes, methods and relations that operate within schools) and from the "outside" (the larger social, economic, and political forces that have affected schools over time). Each essay begins with "Guiding Questions" and concludes with "Questions for Discussion," "Teachers as Researchers" activities, and "Suggested Readings."
Contents: R.A. Martusewicz, W.A. Reynolds, Introduction: Turning the Study of Education Inside/Out. E.K. Berggren, Deconstruction and Nothingness: Some Cross-Cultural Lessons on Teaching Comparative World Civilization. A. Berlak, Antiracist Pedagogy in a College Classroom: Mutual Recognition and a Logic of Paradox. A.A. Block, Marxism and Education. C.E. Bruckerhoff, School Routines and the Failure of Curriculum Reform. E. Ellsworth, Representation, Self-Representation, and the Meanings of Difference: Questions for Educators. J.M. Gore, Enticing Challenges: An Introduction to Foucault and Educational Discourses. J.G.A. Grinberg, From the Margin to the Center: Teachers' Emerging Voices Through Inquiry. N. Lesko, The Social Construction of "The Problem of Teenage Pregnancy." A. Martel, L. Peterat, Margins of Exclusion, Margins of Transformation: The Place of Women in Education. R.A. Martusewicz, Guardians of Childhood. M. McCormack, Margaret A. Haley, 1861-1939, A Timeless Mentor for Teachers as Leaders. J.L. Miller, Solitary Spaces: Women, Teaching, and Curriculum. W.M. Reynolds, A.A. Block, Curriculum as Making Do. W.M. Reynolds, R.A. Martusewicz, The Practice of Freedom: A Historical Analysis of Critical Perspectives in the Social Foundations. C.E. Sleeter, Resisting Racial Awareness: How Teachers Understand the Social Order From Their Racial, Gender, and Social Class Locations. W.B. Stanley, J.L. Nelson, The Foundations of Social Education in Historical Context. Epilogue: Toward Horizons of Hope.