By William B. Stanley
This e-book examines the connection among modern varieties of serious concept and social reconstructionism, as they relate and give a contribution to the development of an intensive idea of schooling. It illustrates the various power concerns, difficulties, and targets of radical academic reform, together with the significance of constructing a language of probability, utopian suggestion, and the serious competence essential to display and deconstruct varieties of oppression. Stanley perceptively and obviously reexamines new demanding situations posed to numerous kinds of severe pedagogy (including reconstructionism) by way of the improvement of postmodern and poststructuralist thought, concentrating on the connections and continuities among them.
"Few students within the box of schooling have paid as shut awareness to the present debates inside severe social conception as invoice Stanley. not just has he formulated a perceptive research of the evolutionary developments in continental social concept, serious pragmatism, feminist conception, and different views in modern severe suggestion, yet he has controlled to research how such views were challenged, debated, misunderstood, and selectively appropriated via academic theorists. whereas his snatch of the debates inside academic conception and talent to tell apart the main valuable and pressing issues from the extra tangential is really remarkable, it's his skill to increase the research and situate it in new, dynamic ways in which marks the singular significance of this book." -- Henry A. Giroux and Peter L. McLaren
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Extra resources for Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era (S U N Y Series, Teacher Empowerment and School Reform)
Sample text
The contents of this book document some of the choices that have been made since 1987 and the lengthy debate over choices during the past twenty years. The discussion that follows seeks to delineate the values in conflict and the implications of policy decisions. Although policy decisions on the federal level downplayed the role of the public schools, the Page 10 history of the present debate and the history of the past debate over the sponsorship of kindergartens during the Progressive Era suggest that the potential of the public schools in delivering child care services cannot be dismissed, diminished, or negated.
Socialist feminists seek an increase in the accessibility of services and a reduction of capitalism's damage, especially to countries and women in the Third World (Simon 1988, 65). Progressive thinking feminists strive to develop short- and long-term goals. Short-term goals address the immediate problems of women, such as the problems created by working and mothering. Long-term goals focus on changing the patriarchal system of female dependency and the irresponsibility of this patriarchy that permits women to assume the primary responsibility for child rearing (Spakes 1989).
I dedicate the book to Jonathan for innumerable reasons. In essence, the book exists because of him. I cherish his generosity of spirit and fortitude. He has my love, admiration, and gratitude. Page xi LIST OF ACRONYMS BNA:Bureau of National AffairsCCAC:Child Care Action CampaignCCDBG:Child Care and Development Block GrantCCEP:Child Care Employee ProjectCDF:Children's Defense FundCLASP:Center for Law and Social PolicyCLUW:Coalition of Labor Union WomenCRS:Congressional Research ServiceCQA:Congressional Quarterly AlmanacCQW:Congressional Quarterly WeeklyCWLA:Child Welfare League of AmericaDSG:Democratic Study GroupFSA:Family Support ActIKU:International Kindergarten UnionNAEYC:National Association for the Education of Young ChildrenNASBE:National Association of State Boards of EducationNBCDI:National Black Child Development InstituteNCJW:National Council of Jewish WomenNKA:National Kindergarten AssociationNRC:National Research CouncilOBRA:Omnibus Budget Reconciliation Act of 1990SEIU:Services Employees International Union Page 1 PART I THE CONTEMPORARY DEBATE Page 3 1.