Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational Reform

Educational Policy

Volumn 18, Issue 1, 2004, Pages 12-44

  Apple, Michael W ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

Educational reform; Markets; National curriculum; National testing; Standards

Indexed keywords

EID: 0742271256     PISSN: 08959048     EISSN: None     Source Type: Journal    
DOI: 10.1177/0895904803260022     Document Type: Review

References (84)

1. Aasen, P. (1998). What happened to social democratic progressivism in Scandinavia? Unpublished paper, Norwegian University of Science and Technology, Trondheim.
2. Anderson, B. (1991). Imagined communities. New York: Verso.
3. Apple, M. W. (1988). Teachers and texts. New York: Routledge.
4. Apple, M. W. (1995). Education and power (2nd ed.). New York: Routledge.
5. Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press.
6. Apple, M. W. (1999). Power, meaning, and identity. New York: Peter Lang.
7. Apple, M. W. (2000). Official knowledge (2nd ed.). New York: Routledge.
8. Apple, M. W. (2001a). Educating the "right" way: Markets, standards, god, and inequality. New York: RoutledgeFalmer.
9. Apple, M. W. (2001b). Standards, subject matter, and a romantic past. Educational Policy, 15, 323-333.
10. Apple, M. W. (2002). Does education have independent power? British Journal of Sociology of Education, 23, 607-616.
11. Apple, M. W. (2003). Strategic alliance or hegemonic strategy: Conservatism among the dispossessed. London Review of Education, 1, 47-60.
12. Apple, M. W., Aasen, P., Cho, M. K., Gandin, L. A., Oliver, A., Sung, Y.-K., et al. (2003). The state and the politics of knowledge. New York: RoutledgeFalmer.
13. Apple, M. W., & Beane, J. A. (Eds.). (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development.
14. Apple, M. W., & Pedroni, T. (in press). Do vouchers make strange bedfellows? Teachers College Record.
15. Arnot, M., David, M., & Weiner, G. (1999). Closing the gender gap. Cambridge, UK: Polity Press.
16. Ball, S. (2003). Class strategies and the education market. London: Routledge.
17. Ball, S., Bowe, R., & Gewirtz, S. (1994). Market forces and parental choice. In S. Tomlinson (Ed.), Educational reform and its consequences (pp. 13-25). London: IPPR/Rivers Oram Press.
18. Bernstein, B. (1990). The structuring of pedagogic discourse. New York: Routledge Kegan Paul.
19. Bernstein, B. (1996). Pedagogy, symbolic control, and identity. Bristol, PA: Taylor and Francis.
20. Bourdieu, P. (1984). Distinction. Cambridge, MA: Harvard University Press.
21. Bourdieu, P. (1996). The state nobility. Stanford, CA: Stanford University Press.
22. Brodhagen, B., & Apple, M. W. (in press). Collaboration and a new politics of school knowledge. In R. Gatzambide & J. Sears (Eds.), Education as a moral quest. New York: Rowan and Littlefield.
23. Brown, P. (1997). Cultural capital and social exclusion. In A. H. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education, culture, economy, and society (pp. 736-749). New York: Oxford University Press.
24. Brown, P., Green, A., & Lauder, H. (2001). High skills. New York: Oxford University Press.
25. Chubb, J., & Moe, T. (1990). Politics, markets, and American schools. Washington, DC: Brookings Institution.
26. Clarke, J., & Newman, J. (1997). The managerial state. Thousand Oaks, CA: Sage.
27. Dance, L. J. (2002). Tough fronts. New York: RoutledgeFalmer.
28. Dunier, M. (1999). Sidewalk. New York: Farrar, Straus, and Giroux.
29. The Education Regulations 1993. (1993). London: Queens Printer.
30. Epstein, D., & Johnson, R. (1998). Schooling sexualities. Philadelphia: Open University Press.
31. Evans, J., & Penney, D. (1995). The politics of pedagogy. Journal of Education Policy, 10, 27-44.
32. Fine, M., & Weis, L. (1998). The unknown city. Boston: Beacon.
33. Fraser, N. (1989). Unruly practices. Minneapolis: University of Minnesota Press.
34. Fraser, N. (1997). Justice interruptus. New York: Routledge.
35. Fuller, B. (Ed.). (2000). Inside charter schools. Cambridge, MA: Harvard University Press.
36. Gewirtz, S. (2002). The managerial school. New York: Routledge.
37. Gewirtz, S., Ball, S., & Bowe, R. (1995). Markets, choice, and equity in education. Philadelphia: Open University Press.
38. Gillbom, D. (1997). Racism and reform. British Educational Research Journal, 23, 345-360.
39. Gillborn, D., & Youdell, D. (2000). Rationing education. Philadelphia: Open University Press.
40. Gipps, C., & Murphy, P. (1994). A fair test? Philadelphia: Open University Press.
41. Gould, S. J. (1981). The mismeasure of man. New York: Norton.
42. Gramsci, A. (1971). Selections from the prison notebooks. New York: International Publishers.
43. Henig, J. (1994). Rethinking school choice. Princeton, NJ: Princeton University Press.
44. Herrnstein, R., & Murray, C. (1994). The bell curve. New York: Free Press.
45. Hirsch, E. D., Jr. (1996). The schools we want and why we don't have them. New York: Doubleday.
46. Kincheloe, J., Steinberg, S., & Greeson, A. (Eds.). (1997). Measured lies. New York: St. Martin's.
47. Kliebard, H. (1995). The struggle for the American curriculum (2nd ed.). New York: Routledge Kegan Paul.
48. Lauder, H., & Hughes, D. (1999). Trading in futures. Philadelphia: Open University Press.
49. Linn, R. (2000). Assessment and accountability. Educational Researcher, 29, 4-16.
50. Lipman, P. (in press). High stakes education. New York: RoutledgeFalmer.
51. Luke, A. (Series Ed.). (1995). Introduction. In J. Lemke (Ed.), Textual politics (pp. i-viii). Bristol, PA: Taylor and Francis.
52. McCarthy, C. (1998). The uses of culture. New York: Routledge.
53. McCarthy, C., & Crichlow, W. (Eds.). (1994). Race, identity, and representation in education. New York: Routledge.
54. McCulloch, G. (1997). Privatising the past. British Journal of Educational Studies, 45, 69-82.
55. McNeil, L. (2000). The contradictions of school reform. New York: Routledge.
56. Menter, I., Muschamp, Y., Nicholl, P., Ozga, J., & Pollard, A. (1997). Work and identity in the primary school. Philadelphia: Open University Press.
57. Middleton, S. (1998). Disciplining sexualities. New York: Teachers College Press.
58. Mills, C. (1997). The racial contract. Ithaca, NY: Cornell University Press.
59. Moe, T. (2001). Schools, vouchers, and the American public. Washington, DC: Brookings Institution.
60. Moses, M. (2000). The Arizona tax credit and hidden consequences of justice. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
61. Oakes, J. (1992). Can tracking research inform practice? Educational Researcher, 21, 12-21.
62. Oakes, J., Wells, A. S., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98, 482-510.
63. O'Hear, P. (1994). An alternative national curriculum. In S. Tomlinson (Ed.), Educational reform and its consequences (pp. 55-72). London: IPPR/Rivers Oram Press.
64. Olssen, M. (1996). In defense of the welfare state and of publicly provided education. Journal of Education Policy, 11, 337-362.
65. Omi, M., & Winant, H. (1994). Racial formation in the United States. New York: Routledge.
66. Power, S., Edwards, T., Whitty, G., & Wigfall, V. (2003). Education and the middle class. Philadelphia: Open University Press.
67. Power, S., Halpin, D., & Fitz, J. (1994). Underpinning choice and diversity. In S. Tomlinson (Ed.), Educational reform and its consequences (pp. 26-40). London: IPPR/Rivers Oram Press.
68. Ranson, S. (1995). Theorizing educational policy. Journal of Education Policy, 10, 427-448.
69. Ravitch, D. (2000) Left back. New York: Simon & Schuster.
70. Rury, J., & Mirel, J. (1997). The political economy of urban education. In M. W. Apple (Ed.), Review of research in education (Vol. 22, pp. 49-110). Washington, DC: American Educational Research Association.
71. Seddon, T. (1997). Markets and the English. British Journal of Sociology of Education, 18, 165-185.
72. Selden, S. (1999). Inheriting shame. New York: Teachers College Press.
73. Smith, M. L., Heinecke, W., & Noble, A. (1999). Assessment policy and political spectacle. Teachers College Record, 101, 157-191.
74. Smith, M. L., Heinecke, W., & Nobel, A. (in press). Political spectacle and the fate of American schools. New York: RoutledgeFalmer.
75. Swartz, D. (1997). Culture and power. Chicago: University of Chicago Press.
76. Teitelbaum, K. (1996). Schooling for good rebels. New York: Teachers College Press.
77. Wacquant, L. (1996). Foreword. In P. Bourdieu (Ed.), The state nobility (pp. ix-xxii). Stanford, CA: Stanford University Press.
78. Wells, A. S., Lopez, A., Scott, J., & Holme, J. (1999). Charter schools as postmodern paradox. Harvard Educational Review, 69, 172-204.
79. Whitty, G. (1974). Sociology and the problem of radical educational change. In M. Flude & J. Ahier (Eds.), Educability, schools, and ideology (pp. 112-137). London: Halstead.
80. Whitty, G. (1997). Creating quasi-markets in education. In M. W. Apple (Ed.), Review of research in education (Vol. 22, pp. 3047). Washington, DC: American Educational Research Association.
81. Whitty, G., Edwards, T., & Gewirtz, S. (1993). Specialization and choice in urban education. London: Routledge.
82. Whitty, G., Power, S., & Halpin, D. (1998). Devolution and choice in education. Philadelphia: Open University Press.
83. Wilson, G. (2000). Effects on funding equity of Arizona tax credit law. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
84. Witte, J. (2000). The market approach to education. Princeton, NJ: Princeton University Press.