First Published in 1988. We live in reactionary times, at the time of writing the hard right is established in the UK and America. At the same time Britain has given birth to a number of progressive forces — the left-wing borough councils, the anti-nuclear movement including its impact at Greenham Common, an established women's movement, the miners' strike, the uprisings in the inner cities and the anti-racist struggle, while in America we have seen the advance of the Rainbow coalition and other progressive movements. Whatever the way forward, for the left, there is a fundamental need for a re-evaluation of basic Marxist scholarship but in the light of the significance of these historical and current realities. This book aims to play some small part in that process. The central focus is, of course, education but the issues raised range far wider.

A collection of the prolific economist's essays written since 1990, in sections on history of economic thought, methodology of economics, economics of education, cultural economics, and book reviews. Subjects include the work of Adam Smith, Hayek, and Keynes, the economic case for subsidies for the arts, the historiography of economics, and education and the employment contract. Annotation copyright by Book News, Inc., Portland, OR

Winner of 1994 AESA Critics Award This book offers a sober assessment of power in the U.S. and its K-12 public schools. In spite of impressive democratic achievements in schools and society, the hegemonic and raw power of antidemocratic capitalism is significantly greater. The author's critical analysis, which owes a debt to the Western tradition of radical democracy, suggests that hegemony and repression are inextricably connected; therefore, the hopes for a more genuinely democratic polity - and supportive education - are problematic. An unflinchingly tough evaluation of the realities and complexities of antidemocratic power and practice is of crucial importance to present democratic projets, and the hope for their successful realization in our schools and extramural sites. The challenge of postmodern thought to democratic aspirations is considered also.

- Excerpts from and citations to reviews of more than 8,000 books each year, from 109 publications. - Electronic version with expanded coverage, and retrospective version available, see p. 5 and p. 31. - Pricing: Service Basis-Books.

For Freud, famously, the feminine was a dark continent, or a riddle without an answer. This understanding concerns man’s relationship to the question of ‘woman’ but femininity is also a matter of sexuality and gender and therefore of identity and experience. Drawing together leading academics, including film and literary scholars, clinicians and artists from diverse backgrounds, Femininity and Psychoanalysis: Cinema, Culture, Theory speaks to the continued relevance of psychoanalytic understanding in a social and political landscape where ideas of gender and sexuality are undergoing profound changes. This trans-disciplinary collection crosses boundaries between clinical and psychological discourse and arts and humanities fields to approach the topic of femininity from a variety of psychoanalytic perspectives. From object relations, to Lacan, to queer theory, the essays here revisit and rethink the debates over what the feminine might be. The volume presents a major new work by leading feminist film scholar, Elizabeth Cowie, in which she presents a first intervention on the topic of film and the feminine for over twenty years, as well as a key essay by the prominent artist and psychoanalyst, Bracha Ettinger. Written by an international selection of contributors, this collection is an indispensible tool for film and literary scholars engaged with psychoanalysts and anybody interested in different approaches to the question of the feminine.

Public education can be one of the most powerful tools at the disposal of a government wanting to maintain power, as it is the realm in which children are taught the social values and norms that will sustain the culture when they become adults. In South Africa, education was kept separate, unequal, and decidedly undemocratic, and as Hlatshwayo explains, it was used specifically to preserve and perpetuate inequality. In a work designed for historians and education professionals alike, he examines the tumultuous and highly politicized history of South African education and evaluates the prospects for its hopefully nonracialized future. Hlatshwayo begins with a look at the socioeconomic and political structure (dating back as far as 1658) that allowed for South Africa's use of education as a tool of hegemony and follows this with a critical analysis of the educational system—its goals, objectives, organizational structure, and resistance thereto. Finally, drawing from the educational policy statements of the United Democratic Front (UDF) and the African National Congress (ANC), he proposes a democratic educational system for South Africa—something that, as he makes clear in this provocative and challenging work, has been an anathema for centuries to a government that had as its primary goal the subjugation of the majority of its citizens. Using an array of sociological and economic models, Hlatshwayo reveals the ways in which a society's educational system and its struggle toward freedom are inextricable.

Collects a dozen 1983-1998 essays by Apple (curriculum and instruction; educational policy, U. of Wisconsin-Madison) on the themes of the state of the field of critical educational studies (where the personal becomes politicized in relational analysis), the curriculum as compromised knowledge, and doing critical theory. Annotation copyrighted by Book News, Inc., Portland, OR