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In an era when corporate and political leaders are using their power to control every aspect of the schooling process in North America, there has been surprisingly little research on the impact of textbook content on students.The contributors of this volume and its partner (The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks) guide educators, school administrators, academics, and other concerned citizens to unpack the political, social, and cultural influences inherent in the textbooks of core content areas such as math, science, English, and social science. They urge readers to reconsider the role textbooks play in the creation of students' political, social, and moral development and in perpetuating asymmetrical social and economic relationships, where social actors are bestowed unearned privileges and entitlements based upon their race, gender, sexuality, class, religion and linguistic background. Finally, they suggest ways to resist the hegemony of those texts through critical analyses, critical questioning, and critical pedagogies.

COMMODIFICATION OF LIVING LABOR -- Technocratic Commodification -- Table 1 -- Knowledge Constitutive Interests -- TECHNOCRATIC HEGEMONY THROUGH SCHOOLING -- THE DEATH BLOW -- EMANCIPATION FROM TECHNOCRACY -- NOTES -- References -- Teaching by Numbers -- A Critical Analysis of a New Graduate School of Education -- Katie Nagrotsky -- Teachers College, Columbia University

Towards the Model Minority: Asian Americanization of Burmese Immigrants as a Model Minority in a High School / Gilbert C. Park -- New Starting Points: Becoming Asian Pacific Islander Educators in a Multiracial and Multicultural Society / Thomas M. Philip and Edward R. Curammeng -- HAPAS in College: Multiracial Asian Identity and the Model Minority Myth / Amy L. Miller, Thai-Huy Nguyen, and Marybeth Gasman -- Defiant: The Strength of Asian American and Pacific Islander Women / Marissa S. Yenpasook, Annie Nguyen, Chia S. Her, and Valerie Ooka Pang -- Importing the Asian Model Minority Discourse into Canada: Implications for Social Work and Education / Gordon Pon -- The Model Minority and Yellow Peril Stereotypes in New Zealand Journalism / Grant Hannis -- Model Minority Convergences in North America: Asian Parallels in Canada and the United States / Rob Ho -- From Model Minorities to Disposable Models: The Delegitimization of Educational Success Through Discourses of Authenticity / Alice Bradbury -- Modern Em(body)ments of the Model Minority in South Korea / Nicholas D. Hartlep -- Korean Newcomer Youth's Experiences of Racial Marginalization and Internalization of the Model Minority Myth / Yoonjung Choi and Jae Hoon Lim -- Primed to be Color-Blind: Asian American College Students, Racial Identity Development, and Color-Blind Racism / Vijay Pendakur -- Deconstructing Linsanity: Is Jeremy Lin a Model Minority Subject? / Nathan Kalman-Lamb -- Pleasing the "Aunties": Navigating Community Expectations within the Model Minority both in the United States and in India / Amardeep K. Kahlon -- Perpetuating the Model Minority Stereotype in the Face of Highly Visible, and Highly Negative, External Events / Daisy Ball -- A Few Good Asians: Unpacking Cultural Dimensions of the Model Minority Myth and Deconstructing Pathways to Complicity / Tien Ung, Shalini Tendulkar, and Jocelyn Chu -- A Primer on Research Validity for Conducting Quantitative Studies of the Model Minority Stereotype / Grant B. Morgan and Kari J. Hodge -- Statistical Procedures for Addressing Research Fallacies Such as the Model Minority Stereotype / Grant B. Morgan and Kari J. Hodge -- The "Model Minority" Myth: A Critical Race Theoretical Analysis of Asian Americans in America's Most Segregated City / Nicholas D. Hartlep and Antonio L. Ellis -- An Asian American Subgroup Analysis of the Restricted-Use ELS: 2002 Dataset: Mixture Modeling as a Way to Problematize the Asian American "Model Minority" Stereotype / Nicholas D. Hartlep, Grant B. Morgan, and Kari J. Hodge -- Afterword / Greg Tanaka.

Can Hope (Still) Audaciously Trump Neoliberalism? -- Contents -- ACKNOWLEDGMENTS -- FOREWORD -- FOREWORD (from the 2011 edition) -- Audaciously Espousing Hope (well into a second mandate ) Within a Torrent of Hegemonic Neoliberalism -- SECTION I -- Even More of the Same -- "The Hunger Games" -- Ignored under Obama -- The Obama Education Marketplace and the Media -- SECTION II -- Charter Schools and the Privati zation of Public Schools -- Undoing manufact ured consent -- Dismantling the "Common" -- Obama, escucha! Estamos en la lucha! -- From PACT to Pearson -- Val ue-Added Measures and the Rise of AntiPublic Schooling -- SECTION III -- The Neoliberal Metrics of the False Proxy and Pseudo Accountabilit y -- Empire and Education for Class Consciousness -- Refocusing Community Engagement -- If there is anyone out there… -- Working the Contradictions -- Barack Obama -- Reclaiming the Promise of Democratic Public Education in New Times -- About the Authors -- Index

"What is the meaning of peace, why should we study it, and how should we achieve it? Although there are an increasing number of manuscripts, curricula and initiatives that grapple with some strand of peace education, there is, nonetheless, a dearth of critical, cross-disciplinary, international projects/books that examine peace education in conjunction with war and conflict. Within this volume, the authors contend that war/military conflict/violence are not a nebulous, far-away, mysterious venture; rather, they argue that we are all, collectively, involved in perpetrating and perpetuating militarization/conflict/violence inside and outside of our own social circles. Therefore, education about and against war can be as liberating as it is necessary. If war equates killing, can our schools avoid engaging in the examination of what war is all about? If education is not about peace, then is it about war? Can a society have education that willfully avoids considering peace as its central objective? Can a democracy exist if pivotal notions of war and peace are not understood, practiced, advocated and ensconced in public debate? These questions, according to Carr and Porfilio and the contributors they have assembled, merit a critical and extensive reflection. This book seeks to provide a range of epistemological, policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play (and can play) in framing war, militarization and armed conflict and, significantly, the connection to peace"--Provided by publisher

The task of guiding the development of scholar-practitioners as leaders for social justice is inherently challenging. The dissertation journey, unlike any other journey practitioner-based doctoral students face in urban school settings, provides a steep learning curve as they transition from practitioner to scholar-practitioner. This journey challenges doctoral students, particularly those who represent the marginalized students they serve, as they begin to understand their personal history, how they view themselves, how they view others, and the ethical and political issues (Creswell, 2013) they face as their thinking shifts from that of a mere practitioner to that of a scholar-practitioner. This collection of case studies on dissertation research emerged from the collective work of faculty, students, and program graduates of the Educational Leadership for Social Justice Doctoral Program at California State University at East Bay. As we examine the development of scholar-practitioners' research, we consider the role of faculty in supporting not merely the research, but more importantly the work to pursue more equitable outcomes in schools and society. The selected cases represent the complex task of preparing scholar-practitioners to lead for social justice.

Introduction : Where There Is Democracy, Should There Be Decency? : Framing the Context, Notion, and Potential for a More "Decent" Democracy / Paul R. Carr, Paul L. Thomas, Julie Gorlewski and Brad J. Porfilio -- What Is Decency Within the Context of Democracy and Education? / Katie Zahedi -- Democracy, Education, and a Politics of Idignation / Dalene M. Swanson -- Social Justice : Seeking Democracy That Eschews Oppression in Any Form / Sheron Fraser-Burgess -- Social Justice Requirements for Democracy and Education / Carlos Riodigos Mosquera -- The Ascendance of Democracy : David Purpel's Prophetic Pedagogical Path to Democracy / Richard Hartsell and Susan B. Harden -- Writing and Restoring Democracy : Empathy, Critique, and the Neoliberal Monoculture / Chris Gilbert -- What Are Icelandic Teachers? : Attitudes Toward Democracy in Education? / Ingimar lafsson Waage, Kristj?n Kristj?nsson, and Amal?a Bjornsdottir -- Ripples of Change : Redefining Democracy and Fostering Resistance in the Classroom / Emily A. Daniels -- Education, Democracy, and Decency : Which Curriculum Ideology Best Addresses a Child's Education for Democracy? / Richard H. Rogers -- Whose Democracy Is This, Anyway? : Teaching Socially Responsible Literacies for Democracy, Decency, and Mindfulness / Joseph R. Rodriguez -- Unschooling for Citizen Creation / Kristan Morrison -- Democracy and Decency Supporting Science Teaching / Michael Svec -- Educating To Act Decently : Can Human Rights Education Foster Socially Just Democracy? / Stefanie Rinaldi -- Responsible Citizens and Critical Skills in Scotland's Curriculum for Excellence : The Contribution of Classical Rhetoric to Democratic Deliberation / Arlene Holmes-Henderson -- The Isolated Irish and Education for Democracy : Acknowledging Our Responsibility to Ourselves in Social Sciences Education/ Aoife B. Prendergast -- Beyond the School Of Greece and Into Baltimore : Education in Undemocratic Democracies / Pamela J. Hickey and Tim W. Watson -- Case Study : A Suburban High School's Courageous Conversations of Democracy and Diversity / Jacquelyn Benchik-Osborne -- Pedagogies of Democracy and Decency in a Religiously Diverse Society / Rawia Hayik -- Mobilizing Citizenship Education in the Arab World : Toward a Pedagogy for Democracy / Wisam Kh. Abdul-Jabbar.