Reading, Writing, and Justice

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Reading, Writing, and Justice
School Reform as if Democracy Matters

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James W. Fraser - Author

SUNY series, INTERRUPTIONS: Border Testimony(ies) and Critical Discourse/s

Price: $52.50
Hardcover - 280 pages

Release Date: July 1997

ISBN10: 0-7914-3405-2
ISBN13: 978-0-7914-3405-5

Price: $31.95
Paperback - 280 pages

Release Date: July 1997

ISBN10: 0-7914-3406-0
ISBN13: 978-0-7914-3406-2

Available as a Google eBook for other eReaders and tablet devices. Click icon below...

Summary

This is a book for teachers, parents, and other concerned citizens who care about public education, who want schools to be democratic in the best sense, and who seek argumentative ammunition for defending schools and for placing school issues within the larger framework of the long struggle to keep and expand democracy in the United States.

"This book frames a critical question often overlooked in the current debate -- schools and school reform for what? The author provides a clearly written and well-argued critique of the economic rationale for school reform and offers a more democratic, radical, and humanistic vision of what schools are for." -- Tony Wagner, Institute for Responsive Education, Boston University

Fraser argues that advocates of the public schools must recapture and redefine democracy so that it becomes both the purpose of public education and the model on which schools are structured.

Defending an inclusive understanding of democracy, in which every citizen's contribution is essential to the health of the whole, Fraser responds to mean-spirited attacks on multicultural education, on school funding, and on progressive education itself. Finally, he explores the democratic and antidemocratic potential in increased use of computers in schools and in the reform of teacher education.

This is a book for teachers, parents, and other concerned citizens who care about public education, who want schools to be democratic in the best sense, and who seek ammunition for defending schools and for placing school issues in the larger context of the long struggle for a more just and humane society.

James W. Fraser is Professor of History and Education and Director of the Center for Innovation in Urban Education at Northeastern University. He is coeditor of Freedom's Plow: Teaching in the Multicultural Classroom.

Table of Contents

Acknowledgments

Introduction

1. Education Reform and Economic Renewal: Or, It Will Take More Than Robert Reich to Make Schools Work

2. Defining Democracy, Defining Democratic Education

3. The School and the Quest for a Multicultural Democracy

4. Toward a New Kind of Child-Centered Curriculum: The Individual Child and a Democratic Society

5. Technology, Democracy, and School Policy

6. Preparing Teachers for Democratic Schools

Notes

Bibliography

Index

Related Subjects

Democracy
Education

33095/33096(PR//)

Related Titles


Middle Grade Teachers' Mathematical Knowledge and Its Relationship to Instruction	Forms of Curriculum Inquiry	Educating Culturally Responsive Teachers	Reconsidering Feminist Research in Educational Leadership	Educating the Democratic Mind
Race, Culture, and the City	The Teacher as Expert	Choosing Colleges	Time and Learning in the Special Education Classroom	Ethical and Social Issues in Professional Education