Education and Domination: Reforming Policy and Practice through Critical Theory

Handbook of Education Policy Research

Volumn , Issue , 2012, Pages 221-239

  Torres, Carlos Alberto ^a,b   Van Heertum, Richard ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b Paulo Freire Institute   (Brazil)

^c CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85145858218     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203880968-23     Document Type: Chapter

References (101)

1. Adorno, T. W., & Horkheimer, M. (2002). Dialectic of enlightenment (J. Cumming, Trans.). New York: Continuum. (Original work published 1947)
2. Anderson, G. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59, 249-270.
3. Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67-92.
4. Apple, M. (1971). The hidden curriculum and the nature of conflict. Interchange, 2(4), 27-40.
5. Apple, M. (1986). Teachers and text: A political economy of class and gender relations in education. New York: Routledge.
6. Apple, M. (1993). Official knowledge: Democratic education in a conservative age (2nd ed.). New York: Routledge.
7. Apple, M. (1998). Teaching and texts: A political economy of class and gender relations in education. New York: Routledge.
8. Apple, M. (2001). Educating the right way: Markets, standards, God, and inequality. New York: Routledge Falmer.
9. Apple, M. (2004). Ideology and curriculum (3rd ed.). New York: RoutledgeFalmer.
10. Aronowitz, S. (2000). The knowledge factory: Dismantling the corporate university and creating true higher learning. Boston: Beacon Press.
11. Bell, D. (1960). The end of ideology: On the exhaustion of political ideas in the fifties. New York: Free Press.
12. Benhabib, S. (2006). Another cosmopolitanism. Oxford, UK: Oxford University Press.
13. Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis: Myths, fraud and the attack on America’s public schools. Reading, MA:Addison-Wesley.
14. Berliner, D. C., & Nichols, S. L. (2007). Collateral damage: How high stakes testing corrupts America’s schools. Cambridge, MA: Harvard Educational Press.
15. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York:Basic Books.
16. Bowles, S., & Gintis, H. (2002). Schooling in capitalist America revisited. Sociology of Education, 75, 1-18.
17. Burbules, N., & Torres, C. A. (Eds.). (2000). Globalization and education:Critical perspectives. New York: Routledge.
18. Butler, J., & Mouffe, C. (1997). The uses of equality. Diacritics, 27(1), 3-12.
19. Butler, J., & Scott, J. W. (Eds.). (1992). Feminists theorize the political. New York: Routledge.
20. Carspection, P. F. (1995). Critical ethnography in educational research:A theoretical and practical guide. New York: Routledge.
21. Compton, M., & Weiner, L. (2008). The global assault on teaching, teachers, and their unions: Stories for resistance. New York: Palgrave MacMillan.
22. Darder, A. (2002). Reinventing Paulo Freire: A pedagogy of love. Boulder, CO: Westview Press.
23. Debray, E. (2003). The federal role in schools accountability: Assessing recent history and the new law. Voices in Urban Education, 1, 56-62.
24. Delgado, R. (1999). Critical race theory: The cutting edge (2nd ed.). Philadelphia: Temple University Press.
25. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.
26. Dimitriadis, G., & Carlson, D. (Eds.). (2003). Promises to keep: Cultural studies, democratic education, and public life. New York: Routledge Falmer.
27. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297-324.
28. Foucault, M. (2000). Power: Essential works of Foucault, 1954-1984, Vol. 3. New York: New Press.
29. Fox, J., & Brown, L. D. (Eds.). (1998). The struggle for accountability:The World Bank, NGOs, and grassroots movements. Cambridge, MA:MIT Press.
30. Fraser, N. (1985). What’s critical about critical theory? The case of Habermas and gender. New German Critique, 35, 97-131.
31. Fraser, N. (1997). Justice interruptus: Critical reflections on the “postsocialist” condition. New York: Routledge.
32. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
33. Freire, P. (1997). Pedagogy of the heart. New York: Continuum.
34. Freire, P. (1998a). Pedagogy of freedom. Lanham, MD: Rowman and Littlefield.
35. Freire, P. (1998b). Politics and education. Los Angeles: UCLA Latin American Center Publications.
36. Fukuyama, F. (1992). The end of history and the last man. London:Penguin Books.
37. Giroux, H. (1983). Theory and resistance: A pedagogy for the opposition. South Hadley, MA: J. F. Bergin.
38. Giroux, H. (2003). Public spaces, private lives: Democracy beyond 9/11. Lanham, MD: Rowman and Littlefield.
39. Glazer, N. (2003, October 13-20). Will anything work? [Review of the book No excuses: Closing the racial gap in learning]. The New Republic, p. 383.
40. Gramsci, A. (1971). Selections from the prison notebooks. New York:International Publishers.
41. Gur-Ze’ev, I. (2005). Feminist critical pedagogy and critical theory today. Journal of Thought, 40(2), 55-72.
42. Habermas, J. (1989). The structural transformation of the public sphere:An inquiry into a category of bourgeois society (T. Burger, Trans.). Cambridge, MA: MIT Press. (Original work published 1962)
43. Habermas, J. (1972). Knowledge and human interest. Boston: Beacon Press.
44. Habermas, J. (1973). Theory and practice (J. Viertel, Trans.). Boston:Beacon Press.
45. Habermas, J. (1984). The theory of communicative action, Vol. 1: Reason and the rationalization of society (T. McCarthy, Trans.). Boston:Beacon.
46. Haraway, D. (2004). Situated knowledges: The science question in feminism and the privilege of partial perspective. In S. Harding (Ed.), The feminist standpoint theory reader: Intellectual and political controversies (pp.81-102). New York: Routledge.
47. Harding, S. (Ed.) (2004). The feminist standpoint theory reader: Intellectual and political controversies. New York: Routledge.
48. Hargreaves, A. (Ed.). (1997). Rethinking educational change with heart and mind. Alexandria, VA: Association of Supervision and Curriculum Development.
49. Horkheimer, M. (1972). Critical theory: Selected essays. (M. J. O’Connell et al., Trans.). New York: Seabury Press.
50. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
51. Jacoby, R, (1994) The myth of multiculturalism. New Left Review, 208, 121-126.
52. Jameson, F. (2004). The politics of utopia. New Left Review, 25, 35-54.
53. Kaur, M. (1999). Globalization and women: Some likely consequences. In R. M. Sethi (Ed.), Globalization, culture and women’s development (pp.250-274). New Delhi, India: Rawat Publications.
54. Kellner, D. (1989). Critical theory, Marxism and modernity. Baltimore:John Hopkins University Press.
55. Kellner, D. (2000). Marcuse and the quest for radical subjectivity. In M. Peters, C. Lankshear, & M. Olssen (Eds.), Critical theory and the human condition: Founders and praxis (pp. 1-24). New York:Peter Lang.
56. King, J. (2004, February 23). Paige calls NEA “terrorist organization.” Retrieved May 21, 2008, from http://www.cnn.com/2004/EDUCATION/02/23/paige.terrorist.nea/
57. Kozol, J. (1991). Savage inequality: Children in America’s schools. New York: Harper Collins.
58. Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Three Rivers Press.
59. Krueger, A., & Zhu, P. (2004). Inefficiency, subsample selection bias, and nonrobustness: A response to Paul E. Peterson and William G Howell. American Behavioral Scientist, 47, 718-728.
60. Laclau, E. (1988). Politics and the limits of modernity. In A. Ross (Ed.), Universal abandon? The politics of postmodernism (pp.63-82). Minneapolis:University of Minnesota Press.
61. Laclau, E. (1990). New reflections on the revolution of our time. New York: Verso.
62. Lenin, V. (1914). Karl Marx: A brief biographical sketch with an exposition on Marxism. Retrieved May 23, 2008, from http://www.gannz. com/ebooks/lenin.pdf
63. Levin, H. M. (Ed.). (2001). Privatizing education. Boulder, CO: Westview Press.
64. Luke, A. (2004). Teaching after the market: From commodity to cosmopolitan. Teachers College Record, 106, 1422-1443.
65. Luke, A., & Luke, C. (2000). A situated perspective on cultural globalization. In N. C. Burbules & C. A. Torres (Eds.), Globalization and education:Critical perspectives (pp.275-298). New York: Routledge.
66. Luke, C., & Gore, J. (1992). Feminisms and critical pedagogy. New York: Routledge.
67. Macedo, D., Dendrinos, B., & Gounari, P. (2003). The hegemony of English. Boulder, CO: Paradigm Publishers.
68. Marcuse, H. (1964). One-dimensional man: Studies in the ideology of advanced industrial society. Boston: Beacon Press.
69. Marcuse, H. (1966). Eros and civilization: A philosophical inquiry into Freud. Boston: Beacon Press.
70. Marx, K. (1990). Capital (B. Fowkes & D. Fernbach, Trans.; Vol. 1-3). New York: Penguin Books. (Original work published 1867-1894)
71. Marx, K., & Engels, F. (1998). The German ideology. Amherst, NY:Prometheus Books. (Original work published 1932)
72. McCarthy, C. (1997). The uses of culture: Education and the limits of ethnic affiliation. New York: Routledge.
73. McLuhan, M. (1965). Understanding media: The extensions of man. New York: McGraw-Hill.
74. Morrow, R., & Brown, D. (1994). Critical theory and methodology. Thousand Oaks, CA: Sage.
75. Morrow, R. & Torres, C. A. (2002a). Gramsci and popular education in Latin America: From revolution to democratic transition. In C. Borg, J. Buttigieg, & P. Mayo (Eds.), Gramsci and education (pp.179-200). New York: Rowman and Littlefield,.
76. Morrow, R., & Torres, C. A. (2002b). Reading Freire and Habermas:Critical pedagogy and transformative social change. New York:Teachers College Press.
77. Noguera, P. (2001). Listen first: How student perspectives on violence can be used to create safer schools. In V. Polakow (Ed.), The public assault on America’s children: Poverty, violence, and juvenile injustice (pp.130-156). New York: Teachers College Press.
78. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
79. Ovando, C. (2004, February). Teaching for social justice: A critique of the No Child Left Behind Act. Paper presented at the California Association of Educators Conference, Los Angeles.
80. Popper, K. (1992). Logic of scientific discovery (Rev. ed.). London:Routledge.
81. Rhoads, R. (2003). Traversing the great divide: Writing the self into qualitative research and narrative. Studies in Symbolic Interaction, 26, 235-259.
82. Rhoads, R., & Rhoades, G. (2005). Graduate employee unionization as symbol of and challenge to the corporatization of U.S. research universities. Journal of Higher Education, 76(3), 243-275.
83. Rhoads, R., & Valadez, J. (2006). Democracy, multiculturalism, and the community college: A critical perspective. New York: Garland.
84. Smith, S. (1989). Hegel’s critique of liberalism: Rights in context. Chicago:University of Chicago Press.
85. Solórzano, D., & Yosso, T. (2004). From racial stereotyping and deficit discourse toward a critical race theory of teacher education. In W. De La Torre, L. Rubalclava, & B. Cabello (Eds.), Urban education in America: A critical perspective (pp.67-81). Dubuque, IA: Kendall/Hunt.
86. Tierney, G. W., & Rhoads, R. (1993). Postmodernism and critical theory in higher education: Implications for research and practice. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp.308-343). New York: Agathon Press.
87. Torres, C. A. (1994). Education and the archeology of consciousness:Freire and Hegel. Educational Theory, 44, 429-445.
88. Torres, C. A. (1998). Democracy, education and multiculturalism: Dilemmas of citizenship in a global world. Lanham, MD: Rowman and Littlefield.
89. Torres, C. A. (1999). Critical social theory and political sociology of education: Arguments. In T. J. Popkewitz & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics, Vol. 9(pp. 87-116). New York: Routledge
90. Torres, C. A. (2002). Globalization, education and citizenship: Solidarity versus markets? American Educational Research Journal, 39(2), 363-378.
91. Torres, C. A. (2005). The NCLB: A brainchild of neoliberalism and American politics. New Politics, 10(2), 94-100.
92. Torres, C. A. (2009). Globalizations and education: Collected essays on class, race, gender, and the State. New York: Columbia University Press.
93. Torres, C. A., & Puiggros, A. (1997). Latin American education: Comparative perspectives. Boulder, CO: Westview Press.
94. Tough, P. (2006, November 26). What it takes to make a student. The New York Times Magazine, p. 44.
95. Valencia, R. (Ed.). (1997). The evolution of deficit thinking: Educational thought and practice. Washington, DC: The Falmer Press.
96. Valencia, R. (Ed.). (2002). Chicano school failure and success: Past, present and future. New York: RoutledgeFalmer.
97. Valencia, R., Valenzuela, A., Sloan, K., & Foley, D. (2001). Let’s treat the cause, not the symptoms: Equity and accountability in Texas schools revisited. Phi Delta Kappan, 83, 318-326.
98. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and politics of caring. Albany: State University of New York Press.
99. Weiler, K. (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review, 61, 449-474.
100. Winerip, M. (2003, May 7). What some much-noted data really showed about vouchers. New York Times, p. B12.
101. World Bank. (2003). World development report 2004: Making services work for poor people. Washington, DC: Author.