Introduction: The subaltern speak: Curriculum, power, and educational struggles

The Subaltern Speak: Curriculum, Power, and Educational Struggles

Volumn , Issue , 2013, Pages 1-40

  Buras, Kristen L ^a   Apple, Michael W ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84920675327     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203623428     Document Type: Chapter

References (111)

1. Andre-Bechely, L. (2005). Could it have been different? New York: Routledge.
2. Apple, M. W. (1979/2004). Ideology and curriculum. New York: Routledge.
3. Apple, M. W. (1988). Teachers and texts: A political economy of class and gender relations in education. 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. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). New York: Routledge.
7. Apple, M. W. (2001). Educating the “right” way: Markets, standards, god, and inequality. New York: RoutledgeFalmer.
8. Apple, M. W. (2002). Patriotism, pedagogy, and freedom: On the educational meanings of September 11 [Electronic version]. Teachers College Record, 104 (8).
9. Apple, M. W. (2005a). Comment on E. D. Hirsch. In D. Ravitch (Ed.), Brookings papers on education policy 2005 (pp. 186-197). Washington, DC: Brookings Institution.
10. Apple, M. W. (2005b). Education, markets, and an audit culture. Critical Quarterly, 47 (1-2), 11-29.
11. Apple, M. W. (2006). Educating the “right” way: Markets, standards, god, and inequality (2nd ed.). New York: Routledge.
12. Apple, M. W., et al. (2003). The state and the politics of knowledge. New York: RoutledgeFalmer.
13. Apple, M. W., & Christian-Smith, L. K. (Eds.). (1991). The politics of the textbook. New York: Routledge.
14. Apple, M. W., Kenway, J., & Singh, M. (Eds.). (2005). Globalizing education: Policies, pedagogies, and politics. New York: Peter Lang.
15. Apple, M. W., & Weis, L. (1986). Seeing education relationally: The stratification of culture and people in the sociology of school knowledge. Journal of Education, 168 (1), 7-33.
16. Ball, S. J. (2003). Class strategies and the education market: The middle classes and social advantage. New York: RoutledgeFalmer.
17. Bennett, W. J. (1992). The de-valuing of America: The fight for our culture and our children. New York: Simon & Schuster.
18. Bernstein, B. (2000). Pedagogy, symbolic control and identity. New York: Rowman & Littlefield.
19. Boal, A. (1985). Theatre of the oppressed. New York: Theatre Communications Group.
20. Boal, A. (1992). Games for actors and non-actors. New York: Routledge.
21. Boal, A. (1995). The rainbow of desire. New York: Routledge.
22. Board of Regents of the University of Wisconsin System v. Southworth et al. (2000). Available: http://laws.findlaw.com/us/000/98-1189.html
23. Borg, C., Buttigieg, J., & Mayo, P. (2002). Gramsci and education. New York: Rowman & Littlefield.
24. Burack, J. (2003). The student, the world, and the global education ideology. In J. Leming, L.
25. Ellington, & K. Porter (Eds.), Where did social studies go wrong? (pp. 40-69). Washington, DC: Thomas B. Fordham Foundation.
26. Buras, K. L. (1999). Questioning core assumptions: A critical reading of and response to E. D. Hirsch's The Schools We Need and Why We Don't Have Them. Harvard Educational Review, 69 (1), 67-93.
27. Buras, K. L. (2005a, January). Review of Parker, W. C. Teaching democracy: Unity and diversity in public life. Education Review. Available: http://edrev.asu.edu/reviews/rev341.htm
28. Buras, K. L. (2005b). The (un)patriotic teacher: Schooling, dissent, and the “war on terrorism.” Unpublished manuscript, University of Wisconsin-Madison.
29. Buras, K. L., & Apple, M. W. (2005). School choice, neoliberal promises, and unpromising evidence. Educational Policy, 19 (3), 550-564.
30. Burbules, N. C., & Torres, C. A. (2000). Globalization and education: Critical perspectives. New York: Falmer Press.
31. Butler, J. (1993). Bodies that matter: On the discursive limits of “sex.” New York: Routledge.
32. Calloway, C. G. (1997). New worlds for all: Indians, Europeans, and the remaking of early America. Baltimore, MD: Johns Hopkins University Press
33. Carlson, D. & Apple, M. W. (Eds.). (1998). Power-knowledge-pedagogy: The meaning of democratic education in unsettling times. New York: Westview Press.
34. Chaturvedi, V. (Ed.). (2000). Mapping the subaltern and the postcolonial. New York: Verso.
35. Cheah, P., & Robbins, B. (Eds.). (1998). Cosmopolitics: Thinking and feeling beyond the state. Min-neapolis: University of Minnesota Press.
36. Chomsky, N. (1999). Profit over people: Neoliberalism and global order. New York: Seven Stories Press.
37. Core Knowledge Foundation (1999). Core knowledge sequence: Content guidelines for grades K-8. Charlottesville, VA: Author.
38. Cornbleth, C. (Ed.). (2000). Curriculum politics, policy, and practice: Cases in comparative context. Albany: State University of New York Press.
39. Dance, L. J. (2002). Tough fronts: The impact of street culture on schooling. New York: Routledge-Falmer.
40. Delfattore, J. (1992). What Johnny shouldn't read: Textbook censorship in America. New Haven, CT: Yale University Press.
41. Delgado Bernal, D. (1999). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68 (4), 555-582.
42. Delgado Bernal, D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8 (1), 105-126.
43. Dimitriadis, G., & McCarthy, C. (2001). Reading and teaching the postcolonial: From Baldwin to Basquiat and beyond. New York: Teachers College Press.
44. Dolby, N. (2000). Curriculum as a site of memory: The struggle for history in South Africa. In Catherine Cornbleth (Ed.), Curriculum politics, policy, and practice: Cases in comparative context (pp. 175-194). Albany: State University of New York Press.
45. Dolby, N., Dimitriadis, G., with Willis, P. (Eds.). (2004). Learning to labor in new times. New York: RoutledgeFalmer.
46. Dowd, G. E. (1992). A spirited resistance: The North American Indian struggle for unity, 1745-1815. Baltimore, MD: Johns Hopkins University Press.
47. Ellsworth, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. New York: Teachers College Press.
48. Epstein, T. (1998). Deconstructing differences in African-American and European-American adolescents' perspectives on U.S. history. Curriculum Inquiry, 28 (4), 397-423.
49. Evers, T. (1998, November 19). The state of student activism 1998 [Electronic]. Shepherd Express, 19 (47).
50. Fiori, G. (1970). Antonio Gramsci: Life of a revolutionary. London: NLB.
51. Foner, E. (1997). The new American history. Philadelphia, PA: Temple University Press.
52. Forgacs, D., & Nowell Smith, G. (Eds.). (1985). Antonio Gramsci: Selections from cultural writings. Cambridge, MA: Harvard University Press.
53. Fraser, N. (1997). Justice interruptus. New York: Routledge.
54. Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
55. Gates, H. L., Jr. (1992). Loose canons: Notes on the culture wars. New York: Oxford University Press.
56. Grant, C. A., & Sleeter, C. E. (2003). Turning on learning: Five approaches for multicultural teaching plans for race, class, gender, and disability. New York: John Wiley & Sons.
57. Grant, S. G. (2001). An uncertain lever: Exploring the influence of state-level testing in New York State on teaching social studies. Teachers College Record, 103 (3), 398-426.
58. Griffith, A., & Smith, D. (2005). Mothering for schooling. New York: RoutledgeFalmer.
59. Guha, R. (1983). Elementary aspects of peasant insurgency in colonial India. Delhi: Oxford.
60. Guha, R. (1988a). On some aspects of the historiography of colonial India. In R. Guha & G. C. Spivak (Eds.), Selected subaltern studies (pp. 37-43). New York: Oxford University Press.
61. Guha, R. (1988b). Preface. In R. Guha & G. C. Spivak (Eds.), Selected subaltern studies (pp. 35-36). New York: Oxford University Press.
62. Guha, R., & Spivak, G. C. (1988). Selected subaltern studies. New York: Oxford University Press.
63. Hall, S. (1996). Introduction: Who needs “identity?” In S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 2-17). Thousand Oaks, CA: Sage Publications.
64. Hardt, M., & Negri, A. (2000). Empire. Cambridge, MA: Harvard University Press.
65. Hirsch, E. D., Jr. (1987). Cultural literacy: What every American needs to know. New York: Vintage Books.
66. Hirsch, E. D., Jr. (1996). The schools we need and why we don't have them. New York: Doubleday.
67. Hirsch, E. D., Jr. (2005). Education reform and content: The long view. In D. Ravitch (Ed.), Brookings papers on education policy 2005 (pp. 175-186). Washington, DC: Brookings Institution.
68. Hoare, Q., & Nowell Smith, G. (Eds.). (1971). Selections from the prison notebooks of Antonio Gramsci. New York: International Publishers.
69. Johnson, R. (1983). What is cultural studies anyway? Unpublished manuscript, University of Birmingham Centre for Contemporary Cultural Studies.
70. Kaestle, C. F. (1983). Pillars of the republic: Common schools and American society, 1780-1860. New York: Hill & Wang.
71. Karp, S. (2003, November 7). The no child left behind hoax [Address to Portland Area Rethinking Schools] at www.rethinkingschools.org/special_reports/bushplan/hoax.shtml
72. Keck, M. E., & Sikkink, K. (1998). Activists beyond borders: Advocacy networks in international politics. Ithaca, NY: Cornell University Press.
73. Kelley, R. D. G. (1993). “We are not what we seem”: Rethinking black working-class opposition in the Jim Crow south. Journal of American History, 80 (1), 75-112.
74. Kumashiro, K. (2002). Troubling education: Queer activism and antioppressive education. New York: RoutledgeFalmer.
75. Lamy, S. L. (1990). Global education: A conflict of images. In K. A. Tye (Ed.), Global education: From thought to action (pp. 49-63). Alexandria, VA: Association for Supervision and Curriculum Development.
76. Ledbetter, T. R. (2004, November 9). Traditional definition of marriage restored to Texas textbooks. Retrieved March 8, 2005, at www.bpnews.net/bpnews.asp?Id-19504.
77. Leming, J., Ellington, L., & Porter, K. (Eds). (2003). Where did social studies go wrong? Washington, DC: Thomas B. Fordham Foundation.
78. Ludden, D. (Ed.). (2002). Reading subaltern studies: Critical history, contested meaning, and the globalization of South Asia. London: Anthem Press.
79. Manski, B. (1999, May). 97 hours of struggle. Z Magazine.
80. McCarthy, C. (1998). The uses of culture. New York: Routledge.
81. McNeil, L. M. (2002). Contradictions of reform: Educational costs of standardized testing. New York: Routledge.
82. Michie, G. (1999). Holler if you hear me: The education of a teacher and his students. New York: Teachers College Press.
83. Mignolo, W. D. (2000). Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. Princeton, NJ: Princeton University Press.
84. Ndimande, B. S. (2004). (Re)Anglicizing the kids: Contradictions of classroom discourse in Post-Apartheid South Africa. In N. K. Matua & B. B. Swadener (Eds.), Decolonizing research in cross-cultural contexts: Critical personal narratives (pp. 197-214). Albany: State University of New York Press.
85. Pandey, G. (1988). Peasant revolt and Indian nationalism: The peasant movement in Awadh, 1919-1922. In R. Guha & G. C. Spivak (Eds.), Selected subaltern studies (pp. 233-287). New York: Oxford University Press.
86. Pedroni, T. C. (2003). Strange bedfellows in the Milwaukee “parental choice debate: Participation among the dispossessed in conservative educational reform. Unpublished doctoral dissertation, University of Wisconsin, Madison.
87. Perkins, T. (2004, November 9). Washington update: Texas textbooks will teach truth about marriage. Retrieved March 8, 2005, at www.ffc.org/get.cfm?i-WU04K08&v-Print.
88. Pieterse, J. N. (2004). Globalization and culture: Global melange. New York: Rowman & Littlefield Publishers.
89. Plank, D. N., & Sykes, G. (Eds.). (2003). Choosing choice: School choice in international perspective. New York: Teachers College Press.
90. Ravitch, D. (1995). National standards in American education: A citizens guide. Washington, DC: Brookings Institution Press.
91. Richter, D. K. (1992). The ordeal of the Long-House: The Peoples of the Iroquois League in the era of European colonization. Chapel Hill, NC: University of North Carolina Press.
92. Schutzman, M., & Cohen-Cruz, J. (1994). Playing Boal: Theatre, therapy, and activism. New York: Routledge.
93. Schweber, S. A. (2004). Making sense of the Holocaust: Lessons from classroom practice. New York: Teachers College Press.
94. Scott, J. (1990). Domination and the arts of resistance. New Haven, CT: Yale University Press.
95. Singh, M., Kell, P., & Pandian, A. (2002). Appropriating English: Innovation in the global business of English language teaching. New York: Peter Lang.
96. Smith, M. L., Miller-Kahn, L., Heinecke, W., & Jarvis, P. F. (2004). Political spectacle and the fate of American schools. New York: RoutledgeFalmer.
97. Spivak, G. C. (1988). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271-313). Urbana: University of Illinois Press.
98. Spivak, G. C. (1996a). Subaltern studies: Deconstructing historiography (1985). In D. Landry & G. Maclean (Eds.), The Spivak reader: Selected works of Gayatri Chakravorty Spivak (pp. 203-235). New York: Routledge.
99. Spivak, G. C. (1996b). Subaltern talk: Interview with the editors (1993-94). In D. Landry & G. Maclean (Eds.), The Spivak reader: Selected works of Gayatri Chakravorty Spivak (pp. 287-308). New York: Routledge.
100. Spivak, G. C. (1999). A critique of postcolonial reason: Toward a history of the vanishing present. Cambridge, MA: Harvard University Press.
101. Stiglitz, J. E. (2002). Globalization and its discontents. New York: W. W. Norton & Company.
102. Takayama, K. (2005, March). “Choice” as a hegemonic policy keyword: Mobilization of multiple “choice” discourses in NCLB. Paper presented at the annual meeting of the International Comparative Education Society, Stanford, California.
103. Tan, J. (2000). The politics of religious knowledge in Singapore. In C. Cornbleth (Ed.), Curriculum politics, policy, and practice: Cases in comparative context (pp. 77-102). Albany: State University of New York Press.
104. Valenzuela, A. (Ed.). (2005). Leaving children behind: How “Texas-style” accountability fails Latino youth. Albany: State University of New York Press.
105. Velie, A. R. (Ed.). (1991). American Indian literature: An anthology. London: University of Oklahoma Press.
106. Whitty, G., Power, S., & Halpin, D. (1998). Devolution and choice in education: The school, the state and the market. Philadelphia, PA: Open University Press.
107. Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.
108. Wong, T. H. (2002). Hegemonies compared. New York: RoutledgeFalmer.
109. Wright, E. O. (1997). Class counts: Comparative studies in class analysis. Cambridge: Cambridge University Press.
110. ZarNi, & Apple, M. W. (2000). Conquering Goliath: The free Burma coalition takes down Pepsico. In G. White (Ed.), Campus incorporated: Corporate powering the ivory tower (pp. 280-290). Amherst, NY: Prometheus Books.
111. Zimmerman, J. (2002). Whose America? Culture wars in the public schools. Cambridge, MA: Harvard University Press.