The book uses Chicago as a case study to examine the cultural politics surrounding neoliberal education policy in general and the concomitant alterations to democratic practice in particular. After juxtaposing the numerous failures of neoliberal education policy and the language of democratic norms used by those who continually double-down on these same policies, it examines four distinct but related policy arenas. Each chapter begins with a vignette of a particular example of the neoliberal education policy in action. Taken together, Taylor illuminates the anti-democratic nature of neoliberal education policy and the toll it takes on democratic practice in urban space. The book concludes with a discussion of what resistance might look like in spaces which co-opt democratic concepts for anti-democratic ends.

What does it mean to teach for social justice? Drawing on his own classroom experiences, leading author and educator Kevin K. Kumashiro examines various aspects of anti-oppressive teaching and learning and their implications for six different subject areas and various grade levels. Celebrating 20 years as a go-to resource for K-12 teachers and teacher educators, this 4th edition of the bestselling Against Common Sense: Teaching and Learning Toward Social Justice features: • An expanded introduction that examines teaching in today’s context of censorship and attacks on diversity, democracy, and teaching truth; • New sections on teacher preparation, social studies, reading and writing, and the arts; • Updated lists of resources in every chapter; • Graphics, teacher responses, and discussion questions to enhance comprehension and help translate theory into practice across the disciplines. Compelling and accessible, the 4th edition of Against Common Sense continues to offer readers the tools they need to begin teaching against their commonsensical assumptions and toward democracy and justice.

For the past 20 years, a range of scholars, educators, and cultural workers have examined dominant discourses of «childhood» using critical, feminist, and other postmodern perspectives. Located in a variety of disciplines, these poststructural, deconstructive, and even postcolonial critiques have challenged everything from notions of the universal child, to adult/child dualisms, to deterministic developmental theory. The purpose of this volume is to acknowledge the profound contributions of that large body of literature, while demonstrating the ways that critical analyses can be used to generate avenues/actions that increase possibilities for social justice for those who are younger while, at the same time, avoiding determinism. In this time of globalization, hyper-capitalism, and discourses that would control and disqualify through constructions like accountability, we believe that projects such as this are of utmost importance. The volume is divided into four major sections to reflect the multiplicity of human voices and perspectives (section I), contemporary circumstances and dominant discourses within which we all attempt to function (sections II and III), and the generation of new possibilities for constructing relationships together (section IV). Finally, a voice from the «heart» within a «reconceptualist» social science agenda for early childhood studies is presented.

For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London. The essays in this volume - written by some of the most influential authors in the sociology of education and critical policy studies - take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. Whitty’s scholarship on what constitutes quality and impact in educational research is also explored. Together, the essays open a window on a life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice and research that they continue to reveal and challenge in pursuit of social justice. They celebrate Whitty as one of the foremost sociologists of education of his generation, but also as a friend and colleague. And they highlight the continued relevance of his contribution to those seeking to promote fairer and more inclusive education systems.

The Wiley Handbook of Global Educational Reform examines educational reform from a global perspective. Comprised of approximately 25 original and specially commissioned essays, which together interrogate educational reform from a critical global and transnational perspective, this volume explores a range of topics and themes that fully investigate global convergences in educational reform policies, ideologies, and practices. The Handbook probes the history, ideology, organization, and institutional foundations of global educational reform movements; actors, institutions, and agendas; and local, national, and global education reform trends. It further examines the “new managerialism” in global educational reform, including the standardization of national systems of educational governance, curriculum, teaching, and learning through the rise of new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models. Finally, it takes on the subjective and intersubjective experiential dimensions of the new educational reforms and alternative paths for educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, and equality. An authoritative, definitive volume and the first global take on a subject that is grabbing headlines as well as preoccupying policy makers, scholars, and teachers around the world Edited by distinguished leaders in the field Features contributions from an illustrious list of experts and scholars The Wiley Handbook of Global Educational Reform will be of great interest to scholars and graduate students of education throughout the world as well as the policy makers who can institute change.

How does globalization work? Focusing on Latin America, Yves Dezalay and Bryant G. Garth show that exports of expertise and ideals from the United States to Argentina, Brazil, Chile, and Mexico have played a crucial role in transforming their state forms and economies since World War II. Based on more than 300 extensive interviews with major players in governments, foundations, law firms, universities, and think tanks, Dezalay and Garth examine both the production of northern exports such as neoliberal economics and international human rights law and the ways they are received south of the United States. They find that the content of what is exported and how it fares are profoundly shaped by domestic struggles for power and influence—"palace wars"—in the nations involved. For instance, challenges to the eastern intellectual establishment influenced the Reagan-era export of University of Chicago-style neoliberal economics to Chile, where it enjoyed a warm reception from Pinochet and his allies because they could use it to discredit the previous regime. Innovative and sophisticated, The Internationalization of Palace Wars offers much needed concrete information about the transnational processes that shape our world.

In Ingenious Citizenship Charles T. Lee centers the daily experiences and actions of migrant domestic workers, sex workers, transgender people, and suicide bombers in his rethinking of mainstream models of social change. Bridging cultural and political theory with analyses of film, literature, and ethnographic sources, Lee shows how these abject populations find ingenious and improvisational ways to disrupt and appropriate practices of liberal citizenship. When voting and other forms of civic engagement are unavailable or ineffective, the subversive acts of a domestic worker breaking a dish or a prostitute using the strategies and language of an entrepreneur challenge the accepted norms of political action. Taken to the extreme, a young Palestinian woman blowing herself up in a Jerusalem supermarket questions two of liberal citizenship's most cherished values: life and liberty. Using these examples to critically reinterpret political agency, citizenship practices, and social transformation, Lee reveals the limits of organizing change around a human rights discourse. Moreover, his subjects offer crucial lessons in how to turn even the worst conditions and the most unstable positions in society into footholds for transformative and democratic agency.

CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.