Can Education Change Society?

Can Education Change Society?

Volumn , Issue , 2012, Pages 1-190

  Apple, Michael W ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909380166     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203083550     Document Type: Book

References (312)

1. Abers, R. (1998). From clientelism to cooperation: Local government, participatory policy and civic organizing in Porto Alegre, Brazil. Politics and Society 26: 511-537.
2. African-American Religion Project (2006). African-American religion: A documentary history project. Part 2: The continental phase. Retrieved from https://www3.amherst.edu/~aardoc/Continental_Phase.html, June 19, 2012.
3. Alexander, M. (2012). The new Jim Crow: Mass incarceration in the age of colorblindness. New York: The New Press.
4. Anderson, J. D. (1988). The education of blacks in the south, 1860-1935. Chapel Hill: University of North Carolina Press.
5. Anderson, J. D. (1990). Black rural communities and the struggle for education in the age of Booker T. Washington, 1877-1915. Peabody Journal of Education 67: 46-62.
6. Anyon, J. (2005). Radical possibilities: Public policy, education, and a new social movement. New York: Routledge.
7. Anyon, J., et al. (2009). Theory and educational research: Toward critical social explanation. New York: Routledge.
8. Apple, M. W. (Ed.) (1982). Cultural and economic reproduction in education. Boston: Routledge and Kegan Paul.
9. Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. New York: Routledge.
10. Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press.
11. Apple, M. W. (1999). Power, meaning, and identity. New York: Peter Lang.
12. Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age, 2nd ed. New York: Routledge.
13. Apple, M. W. (2002). Does education have independent power? British Journal of Sociology of Education 23: 607-16.
14. rd edition. New York: Routledge.
15. Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality, 2nd ed. New York: Routledge.
16. Apple, M. W. (Ed.) (2010). Global crises, social justice, and education. New York: Routledge.
17. Apple, M. W. (2011). Global crises, social justice, and teacher education.Journal of Teacher Education 62: 222-234.
18. Apple, M. W. (2012). Education and power, Routledge Classic Edition. New York: Routledge.
19. Apple, M. W., Aasen, P., Cho, M. K., Gandin, L. A., Oliver, A., Sung, Y-K., Tavares, H., and Wong, T-H. (2003). The state and the politics of knowledge. New York: Routledge.
20. Apple, M. W., Au, W. and Gandin, L. A. (Eds.) (2009). The Routledge international handbook of critical education. New York: Routledge.
21. Apple, M. W., Ball, S., and Gandin, L. A. (Eds.) (2010). The Routledge international handbook of the sociology of education. London: Routledge.
22. Apple, M. W. and Beane, J. A. (Eds.) (1998). Democratic schools: Lessons from the chalk face. Buckingham, England: Open University Press.
23. Apple, M. W., and Beane, J. A. (Eds.) (2007). Democratic schools: Lessons in powerful education, 2nd ed. Portsmouth, NH: Heinemann.
24. Apple, M. W., and Buras, K. L. (Eds.) (2006). The subaltern speak: Curriculum, power, and educational struggles. New York: Routledge.
25. Apple, M. W. and Pedroni, T. (2005). Conservative alliance building and African American support for voucher plans. Teachers College Record 107: 2068-2105.
26. Apple, M. W. and Weis, L. (Eds.) (1983). Ideology and practice in schooling. Philadelphia, PA: Temple University Press.
27. Arnot, M. and Dillabough, J. (Eds.) (2001). Challenging democracy: International perspectives on gender and citizenship. New York: Routledge/Falmer.
28. Au, W. (2011). Critical curriculum studies: Education, consciousness, and the politics of knowing. New York: Routledge.
29. Au, W. and Apple, M. W. (2007). Freire, critical education, and the environmental crisis. Educational Policy 21: 457-470.
30. Avrich, P. (1980). The modern school movement. Princeton, NJ: Princeton University Press.
31. Avritzer, L. (1999). Public deliberation at the local level: Participatory budgeting in Brazil. Mimeo.
32. Azevedo, J. C. (1998). Escola cidada: Construao coletiva e participaao popular. In L. H. Silva (Ed.), A escola cidada no contexto da globalizagao, pp. 308-19. Petrópolis, Brazil: Vozes.
33. Azevedo, J. C. (1999). A democratizaao da escola no contexto da democratizaao do estado: A experiència de Porto Alegre. In L. H. Silva (ed.), Escola cidada: Teoria e pratica, pp. 12-30. Petrópolis, Brazil: Vozes.
34. Azevedo, J. C. (2000). Escola cidada: Desafios, dialogos e travessias. Petrópolis, Brazil: Vozes.
35. Baiocchi, G. (1999). Participation, activism, and politics: The Porto Alegre experiment and deliberative democratic theory. Mimeo.
36. Baker, H. (2001). The education of Booker T. Washington: American democracy and the idea of race relations. Durham, NC: Duke University Press.
37. Baker, J., Lynch, K., Cantillon, S., and Walsh, J. (2004). Equality: From theory to action. Basingstoke: Palgrave Macmillan.
38. Bakhtin, M. M. (1968). Rabelais and his world (H. Iswolsky, Trans.). Cambridge, MA: MIT Press.
39. Ball, J. (2004). As if indigenous knowledge and communities mattered. American Indian Quarterly 28: 454-479.
40. Ball, S. J. (1994). Education reform: A critical and post-structural approach. Buckingham, England: Open University Press.
41. Ball, S. (2003). Class strategies and the education market. London: Routledge/Falmer.
42. Ball, S. (2007). Education, plc. New York: Routledge.
43. Ball, S. (2012). Global education inc.: New policy networks and the neoliberal imaginary. New York: Routledge.
44. Barton, L. (Ed.) (2001). Disability, politics, and the struggle for change. London: David Fulton Publishers.
45. Barton, L. (Ed.) (2006). Overcoming disabling barriers. London: Routledge.
46. Barton, L. and Meighan, R. (Eds.). (1979). Schools, pupils, and deviance. Driffield, England: Nafferton Press.
47. Beard, C. (1929). An economic interpretation of the Constitution of the United States. New York: Macmillan.
48. Beard, C. and Beard, M. (1914). American citizenship. New York: Macmillan.
49. Beese, S. K. (2004). Placing Latin America in modern world history textbooks. Hispanic American History Review 84: 411-422.
50. Bell, D. (2005). The Derrick Bell reader (edited by R. Delgado and J. Stefancic). New York: New York University Press.
51. nd ed. London: Routledge and Kegan Paul.
52. Bhabha, H. (1994). The location of culture. New York: Routledge.
53. Bhopal, K. and Preston, J. (Eds.) (2012). Intersectionality and “race” in education. New York: Routledge.
54. Binder, A. (2002). Contentious curricula: Afrocentrism and creationism in American public schools. Princeton, NJ: Princeton University Press.
55. Boler, M. (Ed.) (2008). Digital media and democracy: Tactics in hard times. Cambridge: MIT Press.
56. Bond, H. M. (1935). The curriculum and the negro child. The Journal of Negro Education4: 159-168.
57. Borg, C. and Mayo, P. (2007). Public intellectuals: Radical democracy and social movements. New York: Peter Lang.
58. Boris, E. (1993). “The power of motherhood: Black and white activist women redefine the “political.” In S. Koven and S. Michel (Eds.), Mothers of a new world, pp. 213-245. New York: Routledge.
59. Bourdieu, P. (1984). Distinction. Cambridge, MA: Harvard University Press.
60. Bourdieu, P. (1988). Homo academicus. Stanford, CA: Stanford University Press.
61. Bourdieu, P. (2003). Firing back: Against the tyranny of the market 2. New York: New Press.
62. Bowles, S. and Gintis, H. (1986). Democracy and capitalism. New York: Basic Books.
63. Britzman, D. (2009). Review symposium on Affective Equality. British Journal of Sociology of Education 30: 773-783.
64. Brown, A. (2010). Counter-memory and race: An examination of African-American scholars’ challenges to early twentieth century k-12 historical discourses. The Journal of Negro Education 79: 54-65.
65. Brown-Nagin, T. (2011). Courage to dissent: Atlanta and the long history of the civil rights movement. New York: Oxford University Press.
66. Brundage, W. F. (2003). Booker T. Washington and black progress. Gainsville: University Press of Florida.
67. Buhle, M. J. (1981). Women and American socialism 1870-1920. Urbana: University of Illinois Press.
68. Buras, K. L. (2008). Rightist multiculturalism: Core lessons on neoconservative school reform. New York: Routledge.
69. Buras, K. L. (2011). Race, charter schools, and conscious capitalism: On the spatial politics of whiteness as property (and the unconscionable assault on black New Orleans). Harvard Educational Review 81: 296-330.
70. Buras, K. L., Randels, J., ya Salaam, K., and Students at the Center (Eds.) (2010). Pedagogy, policy, and the privatized city: Stories of dispossession and defiance from New Orleans. New York: Teachers College Press.
71. Burawoy, M. (2005). For public sociology. British Journal of Sociology of Education 56, 259-294.
72. Burch, T. (2009). Hidden markets. New York: Routledge.
73. Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. New York: Routledge.
74. Casey, K. (1993). I answer with my life: Life histories of women teachers working for social change. New York: Routledge.
75. Chomsky, N. (2003). Hegemony or survival. New York: Metropolitan Books.
76. Christian-Smith, L. K. and Kellor, K. (Eds.) (1999). Everyday knowledge and uncommon truths: Women of the academy. Boulder, CO: Westview.
77. Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D., and Demers, K. (Eds.) (2008). Handbook of research on teacher education. New York: Routledge.
78. Cohen, J. and Rogers, J. (1995). Associations and democracy. New York: Verso.
79. Cole, M. (2009a). The color-line and the class struggle: A Marxist response to critical race theory in education as it arrives in the United Kingdom. Power and Education 1: 111-124.
80. Cole, M. (2009b) Critical race theory and education: A Marxist response. New York: Palgrave Macmillan.
81. Connell, R. W. (1995). Masculinities. Berkeley: University of California Press.
82. Connolly, C. (2010). “I am a trained nurse”: The nursing identity of anarchist and radical Emma Goldman. Nursing History Review 18: 84-99.
83. Cooper, A. J. (1988). A voice from the south. New York: Oxford University Press.
84. Counts, G. S. (1926). The place of the school in the social order. Annual Conference of the National Education Association, Washington DC, National Education Association.
85. Counts, G. S. (1927). The social composition of boards of education. Chicago, IL: University of Chicago Press.
86. Counts, G. S. (1932a). Dare progressive education be progressive? Progressive Education9: 257-263.
87. Counts, G. S. (1932b). Dare the school build a new social order? New York: Henry Holt.
88. Counts, G. S. (1932c). Secondary education and the social problem. School Executives Magazine 51: 499-501, 519-20.
89. Counts, G. S. (1934a). Collectivism and collectivism. The Social Frontier 1: 3-4.
90. Counts, G. S. (1934b). Educating for tomorrow. The Social Frontier 1: 5-7.
91. Cremin, L. (1961). The transformation of the school: Progressivism in American education 1876-1957. New York: Knopf
92. Crocco, M. S., Munro, P., and Weiler, K. (1999). Pedagogies of resistance: Women educator activists, 1880-1960. New York: Teachers College Press.
93. Curti, M. (1959). The social ideas of American educators. Paterson, NJ: Pageant Press.
94. Dagbovie, P. G. (2003). Black women, Carter G. Woodson, and the Association for the Study of Negro Life and History 1915-1950. The Journal of African American History88: 21-41.
95. Darder, A. (2002). Reinventing Paulo Freire: A pedagogy of love. Boulder, CO: Westview.
96. Darnton, R. (1982). The literary underground of the old regime. Cambridge, MA: Harvard University Press.
97. David, M. (2003). Personal and political. Stoke-on-Trent: Trentham Books.
98. David, M. (2009). Transforming global higher education: A feminist perspective. London: Institute of Education, University of London.
99. Davis, M. (2006). Planet of slums. New York: Verso.
100. De Certeau, M. (1984). The practice of everyday life. Berkeley: University of California Press.
101. Dewey, J. (1922). Democracy and education. New York: The Macmillan Company.
102. Dewey, J. (1928). Progressive education and the science of education. Annual Conference of the Progressive Education Association, Washington DC, Progressive Education Association.
103. Dewey, J. (1937). Education and social change. The Social Frontier 3: 236.
104. Dewey, J. and Dewey, E. (1962). Schools of tomorrow. New York: Dutton.
105. Dillabough, J. and Kennelly, J. (2010). Lost youth in the global city: Class, culture and the urban imaginary. New York: Routledge.
106. Dimitriadis, G. and McCarthy, C. (2001). Reading and teaching the postcolonial. New York: Teachers College Press.
107. Douglas, D. (2005). Jim Crow moves north: The battle over northern school desegregation. New York: Cambridge University Press.
108. Duberman, M. (1989). Paul Robeson: A biography. New York: The New Press.
109. Du Bois, W. E. B. (1903-2009). The souls of black folk. New York: Oxford University Press.
110. Du Bois, W. E. B. (1920). Darkwater: Voices from within the veil. New York: Harcourt, Brace, and Howe.
111. Du Bois, W. E. B. (1950). A portrait of Carter G. Woodson. Masses and Mainstream 3: 25.
112. Duncan-Andrade, J. and Morrell, E. (2008). The art of critical pedagogy. New York: Peter Lang.
113. Dworkin, D. and Roman, L. (Eds.) (1993) Views beyond the border country. New York: Routledge.
114. Dyer, R. (1997). White. New York: Routledge.
115. Evans, R. (2006). “Social studies vs the United States of America”: Harold Rugg and teaching for social justice. In Riley, K. (Ed.) Social reconstructionism: People, politics, perspectives, pp. 45-68. Lanham, MD: Lexington Books.
116. Farooq, U. (2012). Books over bars. The Nation, February 20, p. 5.
117. Fielding, M. and Moss, P. (2011). Radical education and the common school. New York: Routledge.
118. Fine, M., Weis, L., Powell, L., and Wong, L. M. (Eds.) (1997). Off White. New York: Routledge.
119. Foner, E. (1998). The story of American freedom. New York: Norton.
120. Ford, J. W. (1936). The communist’s way out for the negro. The Journal of Negro Education5: 88-95.
121. Foster, M. (1997). Black teachers on teaching. New York: New Press.
122. Fraser, N. (1989). Unruly practices: Power, discourse and gender in contemporary social theory. Minneapolis: University of Minnesota Press.
123. Fraser, N. (1997). Justice interruptus. New York: Routledge.
124. Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.
125. Freire, P. (1978) Pedagogy in process: The letters from Guinea-Bissau. London: Writers and Readers Cooperative.
126. Freire, P. (1982) Pedagogy of the oppressed. Harmondsworth: Penguin.
127. Freire, P. (1988). O partido como educador-educando. In A. Damasceno, et al. (Eds.), A educaçao como ato politico partidario, pp. 16-18. Sao Paulo, Brazil: Cortez.
128. Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
129. Freire, P. (1996). Letters to Cristina. New York: Routledge.
130. Freire, P. (1997a). A response. In P. Freire (Ed.) Mentoring the mentor: A critical dialogue with Paulo Freire, pp. 303-329. New York: Peter Lang.
131. Freire, P. (1997b). The pedagogy of autonomy. Sao Paulo: Editora Paz and Terra.
132. Freitas, A. L. S. (1999). Projecto constituinte escolar. In L. H. Silva (Ed.) Escola cidada: Teoria e pratica, pp. 31-45. Petropolis: Vozes.
133. Frosh, S. (2009). Review symposium on Affective Equality. British Journal of Sociology of Education 30: 783-785.
134. Fultz, M. (1995). African American teachers in the south: Powerlessness and the ironies of expectations and protest, 1890-1942. History of Education Quarterly 35: 401-422.
135. Fung, A. and Wright, E. O. (Eds.) (2003). Deepening democracy: Institutional innovation in empowered participatory governance. New York: Verso.
136. Gandin, L. A. (1994). Qualidade total em educalo: A fala mansa do neoliberalismo. Revista de Educagao: AEC 23 (92): 75-80.
137. Gandin, L. A. (1998). Para onde a escola está sendo levada? (Ou a escola pode ser levada para algum lugar diferente daquele que o projeto hegemonico quer?). Revista de Educagao: AEC 27 (107): 9-16.
138. Gandin, L. A. (1999). A educalo escolar como produto de marketing: Processo natural? Revista de Educagao: AEC 28 (112): 33-39.
139. Gandin, L. A. (2002). Democratizing access, governance, and knowledge: The struggle for educational alternatives in Porto Alegre, Brazil. Doctoral Dissertation. University of Wisconsin-Madison.
140. Genro, T. (1999). Cidadania, emancipalo e cidade. In L. H. Silva (Ed.) Escola cidada: Teoria e pràtica, pp. 7-11. Petrópolis, Brazil: Vozes.
141. Gillborn, D. (2008). Racism and education: Coincidence or conspiracy. New York: Routledge.
142. Gillborn, D. (2009a). Full of sound and fury, signifying nothing? A reply to Dave Hill’s ‘Race and class in Britain.’ Journal for Critical Educational Policy Studies 8: 78-107.
143. Gillborn, D. (2009b). Who’s afraid of critical race theory in education? A reply to Mike Cole’s ‘The color line and class struggle.’ Power and Education 1: 125-131.
144. Giroux, H. (1995). Insurgent multiculturalism and the promise of pedagogy. In D. T. Goldberg (Ed.) Multiculturalism: A critical reader, pp. 325-43. Cambridge, MA: Blackwell.
145. Giugni, M., McAdam, D., and Tilly, C. (Eds.) (1999). How social movements matter. Minneapolis: University of Minnesota Press.
146. Goggin, J. (1993). Carter G. Woodson: A life in black history. Baton Rouge: Louisiana State University Press.
147. Gonzalez, J. (2000). Harvest of empire: A history of Latinos in America. New York: Viking Press.
148. Gramsci, A. (1971). Selections from the prison notebooks (Q. Hoare and G. N. Smith, Trans.). New York: International Publishers.
149. Green, M. (1988). New York 1913: The armory show and the Paterson strike pageant. New York: Scribner.
150. Gustafson, B. (2009). New languages of the state: Indigenous resurgence and the politics of knowledge in Bolivia. Durham, NC: Duke University Press.
151. Gutek, G. (1970). The educational theory of George S. Counts. Columbus: The Ohio State University Press.
152. Gutek, G. (1984). George S. Counts and American civilization. Mercer, GA: Mercer University Press.
153. Gutek, G. (2006). George S. Counts and the origins of social reconstructionism. In K. Riley (Ed.) Social reconstruction: People, politics, perspectives, pp. 1-26. Greenwich, CN: Information Age Publishing.
154. Gutstein, E. (2006). Reading and writing the world with mathematics. New York: Routledge.
155. Habermas, J. (1971). Knowledge and human interests. Boston: Beacon Press.
156. Hall, S. (1996). On postmodernism and articulation: An interview with Stuart Hall (edited by Lawrence Grossberg). In D. Morley and K. Chen (Eds.) Stuart Hall: Critical dialogues in cultural studies, pp. 131-50. London: Routledge.
157. Hamilton, S. (2008). Trucking country: The road to America’s Wal-Mart economy. Princeton: Princeton University Press.
158. Harding, S. (Ed.) (2003). The feminist standpoint theory reader. New York: Routledge.
159. Hardt, M. and Negri, A. (2000). Empire. Cambridge, MA: Harvard University Press.
160. Heningburg, A. (1936). What shall we challenge in the existing order? The Journal of Negro Education 5: 383-392.
161. Henry, R. (1998). W. E. B. Du Bois and the question of black women intellectuals. Philosophy of Education Yearbook 1998: 401-3. Retrieved June 19, 2012, from http://ojs.ed.uiuc.edu/index.php/pes/issue/view/20.
162. Hernandez, F. and Ventura, M. (1998). A organizaßo do curriculo por projetos de trabalho. Porto Alegre: ArtMed.
163. Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.
164. Hill, D. (2009) Race and class in Britain: A critique of the statistical basis for critical race theory in Britain and some political implications. Journal for Critical Education Policy Studies 7: 1-40.
165. Hill, M. L. (2009). Beats, rhymes, and classroom life: Hip-hop pedagogy and the politics of identity. New York: Teachers College Press.
166. Hogan, D. (1982). Education and class formation: The peculiarities of the Americans. In M. W. Apple (Ed.) Cultural and economic reproduction in education: Essays on class, ideology, and the state, pp. 32-78. Boston: Routledge and Kegan Paul.
167. Holmes, D. O. W. (1939). The negro chooses democracy. The Journal of Negro Education8: 620-633.
168. Hornsby, A. (2009). Black power in Dixie. Gainsville: University Press of Florida.
169. Horowitz, D. (2006). The professors: The 101 most dangerous academics in America. Washington DC: Regnery.
170. Horton, M. (1990). The long haul. New York: Doubleday.
171. Horton, M. and Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia, PA: Temple University Press.
172. Jackson, D. H. (2008). Booker T. Washington and the struggle against white supremacy. New York: Palgrave.
173. Jacoby, R. (2005). Picture imperfect: Utopian thought for an anti-utopian age. New York: Columbia University Press.
174. James, M. (1995). Social reconstruction through education. Norwood, NJ: Ablex.
175. Jules, D. (1991). Building democracy. In M. W. Apple and L. Christian-Smith (Eds.) The politics of the textbook, pp. 259-87. New York: Routledge.
176. Kang, H. (2009). Teachers, praxis, and minjung. In M. W. Apple, W. Au, and L. A. Gandin (Eds.) The Routledge international handbook of critical education, pp. 409-20. New York: Routledge.
177. Kazin, M. (2011). American dreamers: How the left changed a nation. New York: Knopf.
178. Kessler-Harris, A. (2001). In pursuit of equity: Women, men, and the quest for economic citizenship in 20th century America. New York: Oxford University Press.
179. rd ed. New York, Routledge.
180. Koven, S. and Michel, S. (Eds.) (1993) Mothers of a new world. New York: Routledge.
181. Kriedel, C. (2006). Theodore Brameld: Reconstructionism for our emerging age. In K. Riley (Ed.) Social reconstruction: People, politics, perspectives, pp. 69-87. Greenwich, CN: Information Age Publishing.
182. Krouse, S. A. (2003). What came out of the takeovers: Women’s activism and the Indian Community School of Milwaukee. American Indian Quarterly 27: 533-547.
183. nd ed. New York: Routledge.
184. Kurzma, C. (no date). How did the views of Booker T. Washington and W. E. B. Du Bois toward women’s suffrage change? Unpublished paper, State University of New York at Binghamton.
185. Ladson-Billings, G. (1994). The dreamkeepers. San Francisco, CA: Jossey-Bass.
186. Ladson-Billings, G. (2009). Race still matters: Critical race theory in education. In M. W. Apple, W. Au, and L. A. Gandin (Eds.) The Routledge international handbook of critical education, pp. 110-22. New York: Routledge.
187. Lagemann, E. C. (1992). George S. Counts and the social study of education. American Journal of Education 100: 137-165.
188. Lakov, G. (2004). Don’t think of an elephant!: Know your values and frame the debate-The essential guide for progressives. White River Junction, VT: Chelsea Green Pub. Co.
189. Lakov, G. (2008). The political mind. New York: Viking.
190. Lauder, H. and Hughes, D. (1999). Trading in futures: Why markets in education don’t work. Philadelphia, PA: Open University Press.
191. Leonardo, Z. (2009). Race, whiteness, and education. New York: Routledge.
192. Leonardo, Z. (2010). The unhappy marriage of Marxism and race critique: Political economy and the production of racialized knowledge. In K. Bhopal and J. Preston (Eds.) Intersectionality and race in education, pp. 11-28. New York: Routledge.
193. Lewis, D. L. (1993). W. E. B. Du Bois: Biography of a “race”, 1868-1919. New York: Henry Holt.
194. Lewis, D. L. (2000). W. E. B. Du Bois: The fight for equality and the American century. New York: Henry Holt.
195. Leys, C. (2003). Market-driven politics. New York: Verso.
196. Lipman, P. (2004). High stakes education. New York: Routledge.
197. Lipman, P. (2011). The new political economy of urban education. New York: Routledge.
198. Livingston, G. (2003). Chronic silencing and struggling without witness: Race, education and the production of political knowledge. Unpublished PhD dissertation, University of Wisconsin, Madison.
199. Livingston, G. (2009). Dilemmas of race-memory buried alive: Popular education, nation, and diaspora in critical education. In M. W. Apple, W. Au, and L. A. Gandin (Eds.) The Routledge international handbook of critical education, pp. 370-83. New York: Routledge.
200. Lukacs, G. (1971). History and class consciousness: Studies in Marxist dialectics. Cambridge, MA: MIT Press.
201. Luke, C. and Gore, J. (1992) Feminisms and critical pedagogy. New York: Routledge.
202. Lutrell, W. (2009). Review symposium on Affective Equality. British Journal of Sociology of Education 30: 785-787.
203. Lynch, K., Baker, J., and Lyons, M. (2009). Affective equality: Love, care, and injustice. Basingstoke: Palgrave Macmillan.
204. MacDonald, V. (2001). Hispanic, Latino, Chicano, or “other”: Deconstructing the relationship between historians and Hispanic-American educational history. History of Education Quarterly 41: 365-413.
205. Mannheim, K. (1936). Ideology and utopia. New York: Harvest Books.
206. McCarthy, C. (1998). The uses of culture: Education and the limits of ethnic affiliation. New York: Routledge.
207. McGrath, D. J. and Kuriloff, P. J. (1999). They’re going to tear the doors off this place: Upper-middle-class parent school involvement and the educational opportunities of other people’s children. Educational Policy 13: 603-629.
208. McKinney, E. R. (1936). The Workers’ Party’s way out for the negro. The Journal of Negro Education 5: 96-99.
209. McLaren, P. (1995). White terror and oppositional agency: Towards a critical multiculturalism. In D. T. Goldberg (Ed.) Multiculturalism: A critical reader, pp. 45-74. Cambridge, MA: Blackwell.
210. McSwine, B. L. (1998). The educational philosophy of W. E. B. Du Bois. Philosophy of Education Yearbook 1998: 394-400. Retrieved from http://ojs.ed.uiuc.edu/index.php/pes/issue/view/20, June 19, 2012.
211. Mills, C. (1997). The racial contract. Ithaca, NY: Cornell University Press.
212. Mitchell, T. (1987). Political education and the Southern Farmers Alliance 1887-1900. Madison: University of Wisconsin Press.
213. Molnar, A. (2005). School commercialism. New York: Routledge.
214. Montgomery, D. (1979). Workers’ control in America. New York: Cambridge University Press.
215. Moreton, B. (2009). To serve God and Wal-Mart: The making of Christian free enterprise. Cambridge, MA: Harvard University Press.
216. Morley, D. and Chen, K. H. (Eds.) 1996. Stuart Hall: Critical dialogues in cultural studies. New York: Routledge.
217. Moss, H. (2009). Schooling citizens: The struggle for African American education in antebellum America. Chicago, IL: University of Chicago Press.
218. Murch, D. (2010). Living for the city: Migration, education, and the rise of the Black Panther party. Chapel Hill: University of North Carolina Press.
219. Nabokov, P. (1991). Native American testimony. New York: Viking.
220. Naison, M. (1983). Communists in Harlem during the depression. Urbana: University of Illinois Press.
221. Nelson, M. (2006). Introduction. In K. Riley (Ed.) Social reconstruction: People, politics, perspectives, pp. xiii-xix. Greenwich, CN: Information Age Publishing.
222. Nichols, J. (2011). The ”s” word: A short history of an American tradition... socialism. New York: Verso.
223. Nichols, J. (2012). Uprising. New York: Nation Books.
224. nd ed. Berkeley, CA: University of California Press.
225. Noffsinger, J. (1926). Correspondence schools, lyceums, chautauquas. New York: Macmillan.
226. Norrell, R. J. (2011). Up from history: The life of Booker T. Washington. Cambridge, MA: Harvard University Press.
227. Offe, C. (1995). Some skeptical considerations on the malleability of representative institutions. In J. Cohen and J. Rogers (Eds.) Associations and Democracy, pp. 114-32. London: Verso.
228. Olssen, M. (1996). In defense of the welfare state and publicly provided education. Journal of Education Policy 11: 337-362.
229. Omi, M. and Winant, H. (1994). Racialformation in the United States. New York: Routledge.
230. Pagenhart, P. (1994). Queerly defined multiculturalism. In L. Garber (Ed.), Tilting the tower, pp. 177-85. New York: Routledge.
231. Pedroni, T. (2007). Market matters: African American involvement in school voucher reform. New York: Routledge.
232. Podair, G. (2005). The strike that changed New York: Blacks, whites, and the Ocean Hill-Brownsville crisis. New Haven, CT: Yale University Press.
233. Power, S., Edwards, A., Whitty, G., and Wigfall, V. (2003). Education and the middle class. Philadelphia, PA: Open University Press.
234. Rabaka, R. (2003). W. E. B. Du Bois’s evolving Africana philosophy of education. Journal of Black Studies 33: 399-449.
235. Rabaka, R. (2007). W. E. B. Du Bois and the problems of the twenty-first century: An essay on Africana critical theory. Lanham, MD: Lexington Books.
236. Rabinowitz, V. (1996). Unrepentant leftist: A lawyer’s memoir. Urbana: University of Illinois Press.
237. Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books.
238. Redcay, E. E. (1935). County training schools and public secondary education for negroes in the south. Washington DC: The John F. Slater Fund.
239. Riley, K. (2006). The triumph of Americanism: The American Legion and Harold Rugg. In K. Riley (Ed.) Social reconstruction: People, politics, perspectives, pp. 111-26. Greenwich, CT: Information Age Publishing.
240. Roberts, N. (1984). Dorothy Day and the Catholic worker. Albany: State University of New York Press.
241. Roediger, D. P. F. (1989). Our own time: A history of American labor and the working day. New York: Verso.
242. Santos, B. S. (1998). Participatory budgeting in Porto Alegre: Toward a distributive democracy. Politics and Society 26: 461-510.
243. Saul, S. (2011). Profits and questions at online charter schools, The New York Times, December 13, pp. A1, A18-19.
244. Scott, J. (1990). Domination and the arts of resistance. New Haven, CT: Yale University Press.
245. Selden, S. (1999). Inheriting shame. New York: Teachers College Press.
246. Serrin, W. (1993). Homestead: The glory and tragedy of an American steel town. New York: Vintage Books.
247. Shea, G. W. (2001) Spoiled silk: The red mayor and the great Paterson textile strike. New York: Fordham University Press.
248. Simpson, L. R. (2004). Anticolonial strategies for the recovery and maintenance of indigenous knowledge. American Indian Quarterly 28: 373-384.
249. Sinclair, U. (1923). The goosestep: A study of American education. Pasadena, CA: The Author.
250. Sinclair, U. (1925). The goslings: A study of American schools. Pasadena, CA: The Author.
251. Slee, R. (2009). The inclusion paradox. In M. W. Apple, W. Au, and L. A. Gandin (Eds.) The Routledge international handbook of critical education, pp. 177-189. New York: Routledge.
252. SMED (1993). Projetogestao democrática, Lei Complementar No. 292.
253. SMED (1999a). Boletim informativo: Informagoes Educacionais, 2 (5).
254. SMED (1999b). Ciclos de forma^äo: Proposta político-pedagógica discourse analysis escola cidadä. Cadernos Pedagogicos 9 (1): 1-111.
255. SMED (1999c). Official homepage of the SMED. Retrieved December 15, 1999 from http://www.portoalegre.rs.gov.br/smed/
256. Smith, D. (2008). Raymond Williams: A warrior’s tale. Cardigan, UK: Parthian.
257. Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. New York: Zed Books.
258. Smith, M. L., with Miller-Kahn, L., Heinecke, W., and Jarvis, P. (2004). Political spectacle and the fate of American schools. New York: Routledge.
259. Smock, R. (2009). Booker T. Washington: Black leadership in the age of Jim Crow. Chicago, IL: Ivan R. Dee.
260. Soler, M. (Ed.) (2011). Education for social inclusion, special issue of International Studies in Sociology of Education 21: 1-90.
261. Souza, D. H., Mogetti, E. A., Villani, M., Panichi, M. T. C., Rossetto, R. P., and Huerga, S. M. R. (1999). Turma de progressäo e seu significado na escola. In S. Rocha and B. D. Nery (Eds.) Turma de progressäo: A inversäo da lògica da exclusäo, pp. 22-29. Porto Alegre, Brazil: Secretaria Municipal de Educalo.
262. Spivak, G. (1988). Can the subaltern speak? In C. Nelson and L. Grossberg (Eds.) Marxism and the interpretation of culture, pp. 271-313. Urbana: University of Illinois Press.
263. Stanley, W. B. (2006). Education for social reconstruction in a critical context. In K. Riley (Ed.) Social reconstruction: People, politics, perspectives, pp. 89-110. Greenwich, CT: Information Age Publishing.
264. Stansell, C. (2010). The feminist promise. New York: Modern Library.
265. Stearn, H. (1922). Civilization in the United States. New York: Harcourt, Brace and Co.
266. Swalwell, K. (in press). Eyes pried open: Social justice pedagogy in communities of privilege. New York: Routledge.
267. Tamura, E. H. (2003). Asian Americans and educational history. History of Education Quarterly 43: 1-9.
268. Taylor, P. (1993). The texts of Paulo Freire. Milton Keynes: Open University Press.
269. Teitelbaum, K. (1993). Schooling for good rebels. Philadelphia, PA: Temple University Press.
270. Teitelbaum, K. (2009). Restoring collective memory: The pasts of critical education. In M. W. Apple, W. Au, and L. A. Gandin (Eds.) The Routledge international handbook of critical education, pp. 312-26. New York: Routledge.
271. Thomas, N. (1936). The Socialist’s way out for the negro. The Journal of Negro Education5: 100-104.
272. Torres, C. A. (2009). Globalizations and education. New York: Teachers College Press.
273. Tripp, A. (1987). The IWW and the Paterson silk strike of 1913. Urbana: University of Illinois Press.
274. Valenzuela, A. (Ed.) (2005). Leaving children behind. Albany: State University of New York Press.
275. Valle, V. M. and Torres, R. D. (2000). Latino metropolis. Minneapolis: University of Minnesota Press.
276. Veblen, T. (1918). The higher learning in America. New York: B. W. Huebsch.
277. Virginia State Board of Education (1943). Course of study for Virginia Elementary Schools. Bulletin State Board of Education 25 (May 1943): 10, 506-15.
278. Washington, B. T. (1901-2009). Up from slavery. New York: Oxford University Press.
279. Watkins, W. (1993). Black curriculum orientations. Harvard Educational Review 63: 321-338.
280. Watkins, W. (2006). Social reconstruction in education: Searching out black voices. In K. Riley (Ed.). Social reconstruction: People, politics, perspectives, pp. 211-34. Greenwich, CT: Information Age Publishing.
281. Watson, V. (2012). Learning to liberate: Community-based solutions to the crisis in urban education. New York: Routledge.
282. Weaver-Hightower, M. (2008). The politics of policy in boys’ education: Getting boys “right”. New York: Palgrave Macmillan.
283. Weiler, K. (1997). The liberatory teacher: Reading the word and the world of Paulo Freire, unpublished paper, Tufts University, Medford, Massachusetts.
284. Weiler, K. and Middleton, S. (1999). Telling women’s lives: Narrative inquiries in the history of women’s education. Philadelphia, PA: Open University Press.
285. West, C. (2002). Prophesy deliverance!: An Afro-American revolutionary Christianity. Louisville, KY: Westminster John Knox Press.
286. West, M. (2006). The education of Booker T. Washington: American democracy and the idea of race relations. New York: Columbia University Press.
287. Westbrook, R. (1991). John Dewey and American democracy. Ithaca, NY: Cornell University Press.
288. White, D. G. (1985). Ain’t I a woman: Female slaves in the plantation south. New York: Norton.
289. Whitty, G. (1974). Sociology and the problem of radical educational change. In M. Flude and J. Ahier (Eds.) Educability, schools, and ideology, pp. 112-37. London: Halstead Press.
290. Williams, E. (1994). Capitalism and slavery. Chapel Hill: University of North Carolina Press.
291. Williams, R. (1961). The long revolution. London: Chatto and Windus.
292. Williams, R. (1977). Marxism and literature. New York: Oxford University Press.
293. Williams, R. (1989). Resources of hope. New York: Verso.
294. Williams, T. (2011). Public sector sheds jobs; Blacks are hardest hit. The New York Times, November 29, pp. A14-15.
295. Willis, S. (1987). Specifying: Black women writing the American experience. Madison: University of Wisconsin Press.
296. Wilson, W. A. (2004). Indigenous knowledge recovery is indigenous empowerment. American Indian Quarterly 28: 359-72.
297. Wittgenstein, L. (1963). Philosophical investigations. Oxford: Blackwell.
298. Wong, T. H. (2002). Hegemonies compared. New York: Routledge.
299. Woodson, C. G. (1915). Education of the negro prior to 1861. New York: G. P. Putnam’s Sons.
300. Woodson, C. G. (1918-1969). A century of negro migration. New York: Russell and Russell.
301. Woodson, C. G. (1922). The negro in our history. Washington DC: The Associated Press.
302. Woodson, C. G. (1930). The rural negro. Washington DC: The Associated Press.
303. Woodson, C. G. (1933-2010). The mis-education of the negro. Las Vegas, NV: CreateSpace.
304. Woodson, C. G. (1944). African heroes and heroines. Washington DC: The Associated Press.
305. Woodson, C. G. (1945). The history of the negro church. Washington DC: The Associated Press.
306. Wright, E. O. (1985). Classes. New York: Verso.
307. Wright, E. O. (2010). Envisioning real utopias. New York: Verso.
308. Youdell, D. (2006). Impossible bodies, impossible selves: Exclusions and student subjectivities. Dordrecht: Springer.
309. Youdell, D. (2011). School trouble: Identity, power, and politics in education. New York: Routledge.
310. Young, R. (2003). Postcolonialism. New York: Oxford University Press.
311. Zeichner, K. (2009). Teacher education and the struggle for social justice. New York: Routledge.
312. Zinn, H. (1997). The Zinn reader: Writings on disobedience and democracy. New York: Seven Stories Press.