Is teaching for social justice a "liberal bias"?

Teachers College Record

Volumn 111, Issue 2, 2009, Pages 376-408

  Applebaum, Barbara ^a  

^a SYRACUSE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61849140053     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (120)

1. Deborah Britzman, Lost Subjects, Contested Objects (Albany: State University of New York Press, 1998), 9.
2. Stanley Rothman, S. Robert Lichter, and Neil Nevitte, "Politics and Professional Advancement among College Faculty," The Forums, no. 1 (2005): 1-16.
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4. John Lee, "The 'Faculty Bias' Studies: Science or Propaganda?" Research Sponsored by the American Federation of Teachers, AFL-CIO on behalf of Free Exchange on Campus, 2006, http://www.aft.org/pubs-reports/higher-ed/ FacultyBiasStudies.pdf; Michael Bérubé, What's Liberal about the Liberal Arts? Classroom Politics and Bias in Higher Education (New York: W. W. Norton, 2006);
5. Cathy Young, "Liberal Bias in the Ivory Tower," Boston Globe, April 11, 2005, http://www.boston.com/news/globe/editorial-opinion/ oped/articles/2005/04/11/liberal-bias-in-the-ivory-tower?mode=PF;
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8. American Council of Trustees and Alumni Press Release, "Survey Reveals Pervasive Political Pressure in the Classroom," November 30, 2004, http://www.goacta.org/press/Press%20Releases/11-30-04PR.htm (accessedJuly 27, 2007).
9. Stanley Fish, "Conspiracy Theories 101," New York Times, July 23, 2006. In this article, Fish discusses the case of Kevin Barrett, a lecturer at the University of Wisconsin at Madison. In a course on Islam, religion, and culture, he expressed to his students his personal view that September 11 was an inside job organized by members of the American government. Fish contends that academic freedom is not about saying whatever one likes but about the ability to study any idea even if it challenges what is taken as truth.
10. Paula Wasley, "Accreditor of Education Schools Drops Controversial 'Social Justice' Language," Chronicle of Higher Education, June 16, 2006, http://chronicle.com/.
11. Lisa Delpit, "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children," Harvard Educational Review 58, No. 3 (1988): 280-98.
12. Lana F. Rakow, "Gender and Race in the Classroom: Teaching Way Out of Line," Feminist Teacher 6, No. 1 (1992): 10-13.
13. Ibid., 11.
14. Lynn Weber Cannon, "Fostering Positive Race, Class, Gender Dynamics in the Classroom," Women's Studies Quarterly 18 (1990): 126-34.
15. Thomas Bartlett, "Guidelines for Discussion, or Thought Control? Rules for Classroom Discourse, Popular in Women's Studies, Set Off a Controversy," Chronicle of Higher Education 49, No. 5, A5.
16. David Horowitz, "The Campus Blacklist," FrontPageMagazine. com, April 18, 2003, http://frontpagemag.com/Articles/ReadArticle.asp?ID= 7357.
17. David Horowitz, "It's Time for Fairness and Inclusion in Our Universities," FrontPageMagazine.com, December 14, 2004, http://www.frontpagemag.com/Articles/ReadArticle.asp?ID= 16301
18. Ibid.
19. George F. Will, "Ed Schools vs. Education," Newsweek, January 16, 2005, 98.
20. See http://www.ncate.org/public/0616-MessageAWise.asp?ch=150 (Thank you to Emily Robertson for bringing this to my attention).
21. John Marian, "LeMoyne Rejects CNY Man over His 'Personal Belief; Man Who Hoped to Teach Wrote He Favored Corporal Punishment in the Classroom," The Post Standard, January 20, 2005, Al.
22. Pam Greene, "LeMoyne to Appeal Ruling on Student: Scott McConnell, Who Was Rejected for Grad Program, Registers for Classes," The Post Standard, January 20, 2006, B3.
23. Barbara Applebaum, "Social Justice, Democratic Education and the Silencing of Words that Wound," Journal of Moral Education 32, No. 2 (2003): 151-62;
24. Applebaum, "Engaging Student Disengagement: Resistance or Disagreement?" in Philosophy of Education Yearbook 2007, ed. Barbara Stengel (Urbana, IL: Philosophy of Education Society, forthcoming).
25. I. A. Snook, "Neutrality and the Schools," Educational Theory 22, No. 3 (1972): 278-85.
26. For an interesting debate between McClelland and Snook, see James McClelland, 'The Politicizing of Educational Theory: A Re-evaluation," in Philosophy of Education 1968, ed. G. L. Newsome, Jr. (Edwardsville, IL: Philosophy of Education Society, 1968), 94-105
27. and I. A. Snook, "Neutrality and the Schools," Educational Theory 22, No. 3 (1972): 278-85.
28. Helen Moglen, "Unveiling the Myth of Neutrality: Advocacy in the Feminist Classroom," in Advocacy in the Classroom: Problems and Possibilities, ed. Patricia Meyer Spacks (New York: Palgrave Macmillan, 1996), 204-12.
29. Elizabeth Ellsworth, "Why Doesn't This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy," Harvard Educational Review 59, No. 3 (1988): 297-324.
30. Gloria Ladson-Billings, "Silences as Weapons: Challenges of a Black Professor Teaching White Students," Theory into Practice 35, No. 2 (1996): 79-85.
31. Myra Sadker and David Sadker, Failing at Fairness: How Our Schools Cheat Girls (New York: Touchstone, 1994);
32. Peggy Orenstein, Schoolgirls: Young Women, Self-Esteem and the Confidence Gap (New York: Random House, 2000);
33. Blye Frank, "Hegemonic Heterosexual Masculinity: Sports, Looks and a Woman, That's What Every Guy Needs to Be Masculine," Institute of Social and Economic Research (ISER) Conference Papers, No. 3 (March 1991), 271-303.
34. Jane Roland Martin, "Gender in the Classroom: Now You See It, Now You Don't," Democracy and Education, Winter (1999): 9-13.
35. Mary Warnock, "The Neutral Teacher," http://www.etsu.edu/ philos/classes/David.Reisman/neutral-teacher.htm (accessed July 27, 2007).
36. Richard Norman, 'The Neutral Teacher?" http://www.etsu.edu/philos/ classes/David.Reisman/neutral-teacher.htm (accessed July 27, 2007).
37. Ibid.
38. Deidre M. Kelly and Gabriella Minnes Brandes, "Shifting Out of 'Neutral': Beginning Teachers' Struggles with Teaching for Social Justice," Canadian Journal of Education 26, No. 4 (2001): 437-54.
39. Ibid., 446.
40. Gerald Graff, "Reply to Searle's 'The Storm over the University,'" New York Review of Books, May 16, 1991, http://www.ditext.com/searle/graf2.html (accessed July 27, 2007).
41. Janet Ward Schofield, "Causes and Consequences of the Colorblind Perspective," in Multicultural Education: Issues and Perspectives, 3rd ed., ed. J. Banks and C. McGee Banks (Needham Heights, MA: Allyn and Bacon, 1997), 251-71;
42. Amanda Lewis, "There Is No Race in the School Yard: Color-Blind Ideology in an (Almost) All-White School," American Educational Research Journal 38, No. 4 (2001): 781-811;
43. Eduardo Bonilla-Silva, Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the United States (New York: Rowman and Littlefield, 2004).
44. Bill Bigelow, 'The Human Lives Behind the Labels: The Global Sweatshop, Nike, and the Race to the Bottom," Rethinking Schools 11, No. 4 (1997) : 1-16, http://www.rethink-ingschools.org/archive/11-04/swetm.shtml
45. Ibid., 14.
46. Joshua A. Corngold and David Waddington, "Teaching Neutrality Reexamined," Panel Discussion, Philosophy of Education Society Annual Conference, Mexico, April 2006.
47. Applebaum, "Social Justice, Democratic Education and the Silencing of Words that Wound."
48. Tim Wise, "Racism, Free Speech and the College Campus-Part Two: Bigots' Personal Growth Shouldn't Come at the Expense of Others," LiPMagazine, http://www.lip-magazine.org/~timwise/freespeech2.html (accessedJuly 27, 2007).
49. Karen Elias and Judith C. Jones, "Two Voices from the Front Lines: A Conversation about Race in the Classroom," in Race in the College Classroom, ed. Bonnie TuSmith and Maureen T Reddy (New Brunswick, NJ: Rutgers University Press, 2002), 11.
50. Patti Duncan, "Decentering Whiteness: Resisting Racism in the Women's Studies Classroom," in Race in the College Classroom, 46.
51. Mimi Orner, "Interrupting the Calls for Student Voice in 'Liberatory' Education: A Feminist Poststructualist Perspective," in Feminisms and Critical Pedagogy, ed. Carmen Luke and Jennifer Gore (New York: Roudedge), 74-89.
52. Ellsworth, "Why Doesn't This Feel Empowering?" 314.
53. Iris Marion Young, "Social Difference as a Political Resource," in Inclusion and Democracy (New York: Oxford University Press, 2000), 81-120.
54. Ibid., 108.
55. Nicholas Burbules, "Forms of Ideology-Critique: A Pedagogical Perspective," Qualitative Studies in Education 5, No. 1 (1992): 7-17.
56. Raymond Geuss, "Ideology: Descriptive, Pejorative, Positive Views," in The Idea of a Critical Theory: Habermas and the Frankfurt School (Cambridge, UK: Cambridge University Press, 1982), http://www.autodidactproject.org/other/ideo9a.html.
57. Michael Apple, Ideology and Curriculum (New York: Routledge, 1979).
58. Ibid., 22
59. Burbules, "Forms of Ideology-Critique," 8
60. Ibid., 9
61. Harvey Siegel, Educating Reason: Rationality, Critical Thinking and Education (New York: Roudedge, 1988).
62. Ibid., 162.
63. John Thompson, Studies in the Theory of Ideology (Berkeley: University of California Press, 1984).
64. Fredrick Engels, "Letter to Franz Mehrling, July 14 1893," in Selected Works, ed. Karl Marx and Frederick Engels (New York: International Publishers, 1968), 699-703.
65. Tommy Shelby, "Ideology, Racism, and Critical Social Theory," Philosophical Forum 34, No. 2 (2003): 153-88.
66. Ibid., 159.
67. Burbules, "Forms of Ideology-Critique," 9.
68. Michel Foucault, Power/Knowledge: Selected Interviews and Other Writings, ed. Colin Gordon (New York: Pantheon, 1980), 131.
69. Raymond Williams, Writing in Soriety (London: Verso, 1983).
70. Ludwig Wittgenstein, On Certainty (New York: Harper Row, 1969).
71. Ibid., 23e 162.
72. Ibid., 15c 94.
73. Zeus Leonardo, "Discourse and Critique: Outlines of a Post-structural Theory of Ideology," Journal of Education Policy 18, No. 2 (2003): 203-14.
74. Ibid., 208
75. Ruth Behar as quoted in Jennifer Seibel Trainor, "Critical Pedagogy's 'Other': Constructions of Whiteness in Education for Social Change," College Composition and Communication 53, No. 4 (June 2002): 631-54.
76. Louis Althusser, "Ideological State Apparatuses," in Lenin and Philosophy and Other Essays, trans. B. Brewster (New York: Monthly Review Press, 1971), 172-73.
77. E. Doyle McCarthy, 'The Uncertain Future of Ideology: Rereading Marx," Sociological Quarterly 35, No. 3 (1994): 415-28.
78. Ibid., 423 (italics and underlining in original).
79. Harvey Siegel, "Rationality and Ideology," Educational Theory 37, No. 2 (1987): 153-167 (Quote is from p. 154)
80. Emily Robertson, "Defending Reason: The Priority of Rationality Over Ideology," Philosophy of Education 1995 (Urbana, IL: Philosophy of Education Society, 1996): 363-71.
81. Ibid., 368
82. Hilary Putnam, "Why Reason Can't be Naturalized," Synthese 52 (1982): 8.
83. Robertson, "Defending Reason," 369.
84. Dennis Cato, "Harvey Siegel's Transcendental Rationality: A Polanyian Perspective," Educational Theory 38, No. 2 (1988): 255-60.
85. Mark Selman, "Ideology and What? A Response to Harvey Siegel," Educational Theory 38, No. 2 (1988): 261-65.
86. Harvey Siegel, "Rationality and Ideology Revisited (Reply to Cato and Selman)," Educational Theory 38, No. 2 (1988): 272.
87. Siegel, Educating Reason, 278.
88. Stanley Aronowitz, "Science, Ideology, and Marxism," in Marxism and the Interpretation of Colour, ed. C. Nelson and L. Grossberg (Urbana: University of Illinois Press, 1988), 519-37;
89. Foucault also writes, "like it or not it always stands in virtual opposition to something which is supposed to count as truth . . . (when the real problem is) in seeing historically how effects of truth are produced within discourse which are themselves neither true nor false." Michel Foucault, "Truth and Power," in The Foucault Reader, ed. Paul Rabinow (New York: Pantheon Books, 1984), 60.
90. Zeus Leonardo, "Discourse and Critique," 203.
91. Ibid., 204.
92. Ibid.
93. David Couzens Hoy, "Introduction," Critical Resistance: From Poststructuralism to Post Critique (Cambridge MA: MIT Press, 2005), 2;
94. also see Hoy, "Deconstructing 'Ideology,'" Philosophy and Literature 18 (1994): 1-17.
95. Zeus Leonardo, "Discourse and Critique," 204.
96. Nicholas Burbules and Rupert Berk, "Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits," in Critical Theories in Education, ed. Thomas S. Popkewitz and Lynn Fendler (New York: Routledge, 1999), 45-65.
97. Both critical thinking and critical pedagogy include different thinkers who propose different theories. Burbules discusses these different thinkers and how their views differ. For the purpose of discussing different forms of criticality, it is not necessary to delineate how these thinkers differ.
98. See Elizabeth Ellsworth, "Why Doesn't This Feel Empowering?"; Carmen Luke, Feminism and Critical Pedagogy (New York: Routledge, 1992);
99. Ilan Gur-Ze'ev, ed., Critical Theory and Critical Pedagogy Today: Toward a New Critical Language in Education (Haifa, Israel: University of Haifa Press, 2005).
100. Burbules and Berk, "Critical Thinking and Critical Pedagogy," 54.
101. Ibid.
102. Harry Brod, "Work Clothes and Leisure Suits: The Class Basis and Bias of the Men's Movement," in Men's Lives: Readings in the Sociology of Men and Masculinity, ed. Michael Kimmel and Michael Messner (New York: Macmillan, 1989), 280.
103. Gert Biesta, "What Can Critical Pedagogy Learn from Postmodernism? Further Reflections on the Impossible Future of Critical Pedagogy," in Critical Theory and Critical Pedagogy Today: Toward a New Critical Language in Education, ed. Ilan Gur-Ze'ev (Haifa, Israel: Haifa University Press, 2005), 160-92.
104. Burbules and Berk, "Critical Thinking and Critical Pedagogy," 146.
105. Ibid., 58, 61.
106. Michel Foucault, Politics, Philosophy, Culture: Interviews and Other Writings 1977-1984, ed. L. Kritzman (London: Roudedge, 1988), 265.
107. Gert Biesta, "What Can Critical Pedagogy Learn from Postmodernism?"
108. Michel Foucault, The History of Sexuality Vol. 2 (New York: Vintage Books, 1985), 8-9.
109. Linda Alcoff, "Objectivity and Its Politics," New Literary History 31, No. 4 (2001): 835-48.
110. Ibid., 838.
111. Audrey Thompson, "Anti-Racist Pedagogy-Art or Propaganda?" in Philosophy of Education Society 1995, ed. Alvin Neiman (Urbana, IL: Philosophy of Education Society, 1996), 130-41.
112. Ibid., 134 (emphasis added).
113. Stephen Fishman and Lucille McCarthy, "Talk about Race: When Student Stories and Multicultural Curricula Are Not Enough," Race Ethnicity and Education 8, No. 4 (2005): 352.
114. Judith Lichtenberg, "Racism in the Head, Racism in the World," in Race, Class, Gender, and Sexuality: The Big Questions, ed. Crispin Sartwell, Laurie Shrage, and Naomi Zack (Maiden, MA: Blackwell, 1998), 43-48.
115. Megan Boler, "All Speech Is Not Free: Towards an Affirmative Action Pedagogy," in Democratic Dialogue in Education: 'Troubling Speech, Disturbing Silence (New York: Peter Lang, 2004), 3-15;
116. Claudia Ruitenberg, "Check Your Language! Political Correctness, Censorship, and Performativity in Education," in Philosophy of Education 2004, ed. C. Higgins (Urbana, IL: Philosophy of Education Society, 2005), 37-45.
117. Applebaum, "Engaging Student Disengagement: Resistance or Disagreement?"
118. Audrey Thompson, "Anti-Racist Pedagogy," 130.
119. Peter McLaren, Life in Schools: An Introduction to Critical Pedagogy (New York: Longman, 1989), 172.
120. Ibid., 182.