Mark W. Schwartz Soon after we came into extensive meadows: and I was assured that those meadows continue for a hundred and fifty miles. being in winter drowned lands and marshes. By the dryness of the season they were now beautiful pastures, and here presented itself one of the most delightful prospects I have ever beheld; all low grounds being meadow, and without wood, and all of the high grounds being covered with trees and appearing like islands: the whole scene seemed an elysium. Capt. Thomas Morris. 1791 I am sitting in a 60-mile-an-hour bus sailing over a highway originally laid out for horse and buggy. The ribbon of concrete has been widened and widened until the field fences threaten to topple into the road cuts. In the narrow thread of sod between the shaved banks and the toppling fences grow the relics of what once was Illinois: the prairie.

Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study. This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction.