The Routledge International Handbook of Critical Education PDF
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The Routledge International Handbook of Critical Education Routledge International Handbook Series The Routledge International Handbook of Lifelong Learning Peter Jarvis The Routledge International Handbook of Critical Education Michael W. Apple, Wayne Au, and Luis Armando Gandin The Routledge International Handbook of Critical Education Edited by Michael W. Apple, Wayne Au, and Luis Armando Gandin First published 2009 by Routledge 270 Madison Avenue, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon., OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2009. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © 2009 Taylor & Francis All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data The Routledge international handbook of critical education/ [edited by] Michael W. Apple, Wayne Au, and Luis Armando Gandin. p. cm.—(Routledge international handbook series) 1. Critical pedagogy—Handbooks, manuals, etc. 2. Education—Political aspects— Handbooks, manuals, etc. 3. Education—Social aspects—Handbooks, manuals, etc. I. Apple, Michael W. II. Au, Wayne, 1972–. III. Gandin, Luís Armando, 1967–. IV. Title: International handbook of critical education. V. Title: Critical education. LC196.R68 2009 375.11′5—dc22 2008038172 ISBN 0-203-88299-7 Master e-book ISBN ISBN 10: (hbk) 0–415–95861–X ISBN 10: (ebk) 0–203–88299–7 ISBN 13: (hbk) 978–0–415–95861–5 ISBN 13: (ebk) 978–0–203–88299–3 Contents List of illustrations viii Acknowledgments ix Part I: Introduction 1 1 Mapping Critical Education 3 Michael W. Apple, Wayne Au, & Luis Armando Gandin Part II: Social Contexts and Social Structures 21 2 The World Bank, the IMF, and the Possibilities of Critical Education 23 Susan L. Robertson & Roger Dale 3 Movement and Stasis in the Neoliberal Reorientation of Schooling 36 Cameron McCarthy, Viviana Pitton, Soochul Kim, & David Monje 4 Corporatization and the Control of Schools 51 Kenneth J. Saltman 5 The Trojan Horse of Curricular Contents 64 Jurjo Torres Santomé (translated by Eduardo Cavieres) Part III: Redistribution, Recognition, and Differential Power 81 6 Rethinking Reproduction: Neo-Marxism in Critical Education Theory 83 Wayne Au & Michael W. Apple 7 The Reign of Capital: A Pedagogy and Praxis of Class Struggle 96 Valerie Scatamburlo-D’Annibale & Peter McLaren 8 Race Still Matters: Critical Race Theory in Education 110 Gloria Ladson-Billings 9 Pale/ontology: The Status of Whiteness in Education 123 Zeus Leonardo v CONTENTS 10 What Was Poststructural Feminism in Education? 137 Julie McLeod 11 Safe Schools, Sexualities, and Critical Education 150 Lisa W. Loutzenheiser & Shannon D. M. Moore 12 Masculinity and Education 163 Marcus Weaver-Hightower 13 The Inclusion Paradox: The Cultural Politics of Difference 177 Roger Slee 14 Red Pedagogy: Indigenous Theories of Redistribution (a.k.a. Sovereignty) 190 Sandy Grande 15 Foucault’s Challenges to Critical Theory in Education 204 Rosa Maria Bueno Fischer (translated by Lisa Gertum Becker) Part IV: The Freirean Legacy 219 16 Fighting With the Text: Contextualizing and Recontextualizing Freire’s Critical Pedagogy 221 Wayne Au 17 Un/Taming Freire’s Pedagogy of the Oppressed 232 Gustavo E. Fischman 18 What Type of Revolution Are We Rehearsing For? Boal’s Theatre of the Oppressed 240 Ricardo D. Rosa 19 Against All Odds: Implementing Freirean Approaches to Education in the United States 254 Pia Lindquist Wong Part V: The Politics of Practice and the Recreation of Theory 267 20 Flying Below the Radar? Critical Approaches to Adult Education 269 Peter Mayo 21 Critical Media Education and Radical Democracy 281 Douglas Kellner & Jeff Share 22 Educating Teachers for Critical Education 296 Ken Zeichner & Ryan Flessner 23 Restoring Collective Memory: The Pasts of Critical Education 312 Kenneth Teitelbaum 24 The Educative City and Critical Education 327 Ramon Flecha 25 The Citizen School Project: Implementing and Recreating Critical Education in Porto Alegre, Brazil 341 Luis Armando Gandin vi CONTENTS 26 Progressive Struggle and Critical Education Scholarship in Japan: Toward the Democratization of Critical Education Studies 354 Keita Takayama 27 The Circumstances and the Possibilities of Critical Educational Studies in China 368 Guang-cai Yan & Yin Chang Part VI: Social Movements and Pedagogic Work 387 28 Critical Pedagogy Is Not Enough: Social Justice Education, Political Participation, and the Politicization of Students 389 Jean Anyon 29 Teachers’ Unions and Social Justice 396 Mary Compton & Lois Weiner 30 Teachers, Praxis, and Minjung: Korean Teachers’ Struggle for Recognition 409 Hee-Ryong Kang 31 Community-Based Popular Education, Migration, and Civil Society in Mexico: Working in the Space Left Behind 421 Jen Sandler Part VII: Critical Research Methods for Critical Education 435 32 Towards a Critical Theory of Method in Shifting Times 437 Lois Weis, Michelle Fine, & Greg Dimitriadis 33 New Possibilities for Critical Education Research: Uses for Geographical Information Systems (GIS) 449 Daniel S. Choi 34 Can Critical Education Research Be “Quantitative”? 465 Joseph J. Ferrare 35 Orientalism, the West and Non-West Binary, and Postcolonial Perspectives in Cross-cultural Research and Education 482 Yoshiko Nozaki List of Contributors 491 Index 494 vii Illustrations Figures 33.1 Distribution of Schools with High and Low Teacher Absenteeism 455 33.2 Distribution of Schools with High and Low Teacher Absenteeism Correlated with Quality of Geographical Space 456 33.3 Geographical Proximity of Traditional Public Schools to Neighborhood Charter Schools 460 34.1 Quantitative/Qualitative Fractal Distinction 470 34.2 Forging a New Methodological Alliance 471 34.3 An Example of a 5 × 3 Matrix 471 34.4 An Example of a 5 × 5 Adjacency Matrix 472 34.5 MDS Map of Data in Table 34.1 Showing Distances between Subjects 475 34.6 Correspondence Map of Example Data Showing the Relationship between Highest Degrees Acquired by Parents and Respondent 477 Tables 5.1 Misguided Curricular Interventions 65 5.2 School Culture 68 33.1 High Teacher Absenteeism Schools 457 33.2 Low Teacher Absenteeism Schools 457 33.3 Intercorrelation of Variables with Teacher Absenteeism 458 33.4 Enrollment Trends by Selected Ethnicities for Neighboring Public and Charter Schools 461 34.1 Average Comparisons of Knowledge Domains 475 34.2 Row Profiles Showing the Relationship between Parental and Respondent Degree Attainment 476 viii Acknowledgments A book of this size and scope requires assistance from a considerable number of people. In particular, we would like to express our thanks to Mi Ok Kang. Mi Ok served as the editorial assistant on this volume. Her careful work is very much appreciated. The Friday Seminar at the University of Wisconsin, Madison listened to our arguments, gave thoughtful suggestions about the book’s organization and content, and exhibited that rare combination of solidarity and supportive criticism for which it has become known. We also want to acknowledge the assistance we received from Eduardo Cavieres and Lisa Gertum Becker for their fine translations of chapters that were originally written in Spanish or Portuguese. Finally, all three of us need to say something about our editor at Routledge, Catherine Bernard. Catherine is an extremely talented editor and a special person. She provided us with advice and support that were absolutely crucial for the completion of this volume. Once again, it was a pleasure to work with her. ix
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