School Reform Critics ― The Struggle for Democratic Schooling
School Reform Critics ― The Struggle for Democratic Schooling
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  • Education scholars advocate for progressive or critical school reform that fosters reflective and creative inquiry, equitable policies and practices, affirmation of diversity, democratic life, and caring and collaborative communities. They discuss education in a democracy, contexts and policy implications, teachers and teacher education, diversity and social justice, and voices from the field. Among specific topics are picking up the pieces of neoliberal reform machines in urban schools, how the political right is using disaster to privatize public schooling, teacher education in volatile times, rethinking school reform and neighborhood schools, and teaching under the weight of race to the top in New York State. Annotation c2014 Book News, Inc., Portland, OR (
  • Joseph L. DeVitis has taught at five universities in his 40-year academic career. A prolific scholar and public intellectual, he is the recipient of the Distinguished Alumni Award from the University of Illinois at Urbana-Champaign. Three of his recent books, Critical Civic Literacy (Peter Lang, 2011), Character and Moral Education (Peter Lang, 2011) and Adolescent Education (2010), won Critics Choice Awards from the American Educational Studies Association.
    Kenneth Teitelbaum is Dean and Professor in the Watson College of Education at the University of North Carolina Wilmington. His research and teaching interests focus on critical reflection in teacher education and teachers' work, school reform as it relates to democracy, social justice and diversity, and school knowledge in current and historical contexts.