Description
Book SynopsisFor more than three decades, Michael W. Apple has sought to uncover and articulate the connections among knowledge, teaching, and power in education. His germinal was a watershed title in critical education studies, and has remained in print since its publication in 1979. The more than two dozen books and hundreds of papers, articles, and chapters published since have likewise all contributed to a greater understanding of the relationship between and among the economy, political, and cultural power in society on the one hand and the ways in which education is thought about, organized, and evaluated on the other
In this collection, Apple brings together 13 of his key writings in one place, providing an overview not just of his own career, but of the larger development of the field. A new introduction re- examines the scope of his work and his earlier arguments, and reflects on what remains to be done for those committed to critical education.
Trade Review"...these books (Can Education Change Society? and Knowledge, Power, and Education) together reminds us that all our individual and local counter-hegemonic efforts in our own colleges, departments, and home communities need to reach out to similar and more regional and national movements. It is the only through such efforts of counter-hegemonic extension that "decentered unities" are formed and Badiouian events occur. Although Badiouian events appear to happen suddenly and out of nowhere, in fact they typically follow years and decades (sometime centuries) of counter-hegemonic struggle.Apple's body of work, generally, and his most recent two books in particular, are a reminder and guide to the "realization of the importance of understanding the connections amoung intersecting power relations and working toward the long-term goals involved in building [what Williams called] 'the long revolution'" - Hans G Despain, Nichols College Massachusetts, Marx & Philosophy Review of Books
Table of ContentsCHAPTER 1
On Being a Scholar/Activist: An Introduction to Knowledge, Power, and Education
CHAPTER 2
On Analyzing Hegemony
CHAPTER 3
Commonsense Categories and the Politics of Labeling
CHAPTER 4
Seeing Education Relationally: The Stratification of Culture and People in the Sociology of School Knowledge (with Lois Weis)
CHAPTER 5
Curricular Form and the Logic of Technical Control: Commodification Returns
CHAPTER 6
Controlling the Work of Teachers
CHAPTER 7
The Other Side of the Hidden Curriculum: Culture as Lived
CHAPTER 8
The Culture and Commerce of the Textbook
CHAPTER 9
Cultural Politics and the Text
CHAPTER 10
Consuming the Other: Whiteness, Education, and Cheap French Fries
CHAPTER 11
The Politics of Official Knowledge: Does a National Curriculum Make Sense?
CHAPTER 12
Producing Inequalities: Conservative Modernization in Policy and Practice
CHAPTER 13
We Are the New Oppressed: Gender, Culture, and the Work of Home Schooling
CHAPTER 14
Global Crises, Social Justice, and Teacher Education
