Response to Adam Howard and Mark Tappan Toward Emancipated Identities and Improved World Circumstances

Curriculum Studies Handbook - The Next Moment

Volumn , Issue , 2009, Pages 335-338

  Brantlinger, Ellen ^a  

^a NONE

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EID: 84989916579     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (8)

1. Brantlinger, E. A. (2003). Dividing classes: How the middle class negotiates and rationalizes school advantage. New York: Falmer Routledge.
2. Brantlinger, E. A. (2007). (Re)turning to Marx to understand the unexpected anger among “winners in schooling: A critical social psychology perspective. In J. Van Galen & G. W. Noblit (Eds.), Late to class: Social class and schooling in the new economy (pp. 235-268) Buffalo, NY: SUNY Press.
3. Brantlinger, E. (2008). Playing to middle class self-interest in pursuit of school equity. In L. Weis (Ed.), The way class works: Readings on school, family, and the economy (pp. 243-259). New York: Routledge
4. Brantlinger, E. (in press). Impediments to social justice: Hierarchy, imposed identity (disability classification), science, and faith. In W. Ayers, T. Quinn, & D. Stoval (Eds.), Handbook for social justice in education.
5. Hall, S. (2005). From representation: Cultural representations and signifying practices. In E. R. Brown & K. J. Saltman (Eds.), The critical middle school reader (pp. 295-310). New York: Routledge.
6. Howard, A. (2008). Learning privilege: Lessons of power and identity in affluent schooling. New York & London: Routledge.
7. Payne, R. (2005). A framework for understanding poverty. Highland, TX: aha! Process, Inc.
8. Wexler, P. (1992). Becoming somebody: Toward a social psychology of school. London: Falmer.