Cover image for Power, knowledge, pedagogy : the meaning of democratic education in unsettling times
Power, knowledge, pedagogy : the meaning of democratic education in unsettling times
Carlson, Dennis.
Publication Information:
Boulder, Colo: Westview Press, [1998]

Physical Description:
ix, 356 pages : 24 cm.
Introduction : critical education theory in unsettling times / Education in unsettling times : public intellectuals and the promise of cultural studies / Pulp fictions? education, markets, and the information superhighway / Citizens or consumers? continuity and change in contemporary education policy / Respondent: "distressed worlds" : social justice through educational transformations / Becoming right : education and the formation of conservative movements / On shaky grounds : constucting white working-class masculinities in the late twentieth century / Self and education : reversals and cycles / Respondent: self education : identity, self, and the new politics of education / Danger in the safety zone : notes on race, resentment, and the discourse of crime, violence, and suburban security / Fiction, fantasy, and femininities : popular texts and young women's literacies / Image is nothing : struggling to unsettle basal readers and more / Respondent: loose change : the production of texts / On the limits to empowerment through critical and feminist pedagogies / Who will survive America? pedagogy as cultural preservation / Global politics and local antagonisms : research and practice as dissent and possibility / Respondent: pedagogy for an oppositional community
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LC196 .P68 1998 Adult Non-Fiction Central Closed Stacks

On Order



The essays in this volume explore the educational implications of unsettling shifts in contemporary culture associated with postmodernism. These shifts include the fragmentation of established power blocs, the emergence of a politics of identity, growing inequalities between the haves and the have-nots in a new global economy, and the rise in influence of popular culture in defining who we are. In the academy, postmodernism has been associated with the emergence of new theoretical perspectives that are unsettling the way we think about education. These shifts, the authors suggest, are deeply contradictory and may lead in divergent political directions--some of them quite dangerous. Power/Knowledge/Pedagogy examines these issues with regard to four broad domains of educational inquiry: state educational policy and curriculum reform, student identity formation, the curriculum as a text, and critical pedagogy. The book contributes to the dialogue on the forging of a new commonsense discourse on democratic educational renewal, attuned to the changing times in which we live.

Author Notes

Dennis Carlson is associate professor in the Department of Educational Leadership and director of the Center for Education and Cultural Studies at Miami University of Ohio. Michael W. Apple is professor in the Department of Education and Curriculum Studies at the University of Wisconsin at Madison.

Reviews 1

Choice Review

Carlson (Miami Univ., Ohio) and Apple (Univ. of Wisconsin, Madison) have produced a compendium on power relationships in education. The text is organized into three sections that examine the current state of educational reform, "identity politics" in education, and the power discourses that are encoded in school curricula and practices. Contributing authors probe the question "what is public education in a postindustrial and postmodern era in which a unified conception of 'public' may be neither possible nor desirable?" They are especially concerned with the social significance of the dominance of particular interest groups. Initially, the text examines current education reform from an ideological standpoint. It analyzes the effects of political, technological, and cultural forces impinging on an educational system where serving the nation has come to mean serving the needs of the economy. Identity politics are presented in a scenario that pits progressive social movements against the politics of the right and explains why current constructions of identity serve to legitimatize social inequality. In the final section authors explore the ways in which power informs all pedagogies; they urge the reader to consider pedagogy as both a form of resistance and as progressive political action. Graduate students; faculty; researchers; practitioners. R. J. Reynolds; Eastern Connecticut State University

Table of Contents

Series Editors' Prefacep. vii
1 Introduction: Critical Educational Theory in Unsettling Timesp. 1
Referencesp. 35
Part 1 State Educational Policy and Curriculum Reform in Unsettling Timesp. 39
2 Education in Unsettling Times: Public Intellectuals and the Promise of Cultural Studiesp. 41
Conclusionp. 57
3 Pulp Fictions? Education, Markets, and the Information Superhighwayp. 61
Notesp. 88
Conclusionp. 88
4 Citizens or Consumers? Continuity and Change in Contemporary Education Policyp. 92
Conclusionsp. 106
Notesp. 107
Referencesp. 107
Respondent: """"Distressed Worlds""""-- Social Injustice Through Educational Transformationsp. 110
Conclusionsp. 118
Referencesp. 119
Part 2 Education, Identity, and the Otherp. 121
5 Becoming Right: Education and the Formation of Conservative Movementsp. 123
Conclusionp. 141
Notesp. 145
6 On Shaky Grounds: Constructing White Working-Class Masculinities in the Late Twentieth Centuryp. 149
Conclusionsp. 170
Notesp. 172
Referencesp. 173
7 Self and Education: Reversals and Cyclesp. 174
Conclusionp. 187
Notesp. 188
Referencesp. 188
Respondent: Self Education-- Identity, Self, and the New Politics of Educationp. 191
Part 3 Reading Curriculum Textsp. 201
8 Danger in the Safety Zone: Notes on Race, Resentment, and the Discourse of Crime, Violence, and Suburban Securityp. 203
Conclusionp. 219
Notesp. 222
Referencesp. 223
9 Fiction, Fantasy, and Femininities: Popular Texts and Young Women's Literaciesp. 226
Notesp. 240
Referencesp. 241
10 Image is Nothing: Struggling to Unsettle Basal Readers and Morep. 244
Respondent: Loose Change-- the Production of Textsp. 264
Part 4 Pedagogy and Empowermentp. 269
11 On the Limits to Empowerment Through Critical and Feminist Pedagogiesp. 271
Conclusionp. 285
Referencesp. 286
Notesp. 286
12 Who Will Survive America? Pedagogy as Cultural Preservationp. 289
Epiloguep. 300
Notesp. 301
Referencesp. 302
13 Global Politics and Local Antagonisms: Research and Practice as Dissent and Possibilityp. 305
Notesp. 330
Referencesp. 331
Respondent: Pedagogy for an Oppositional Communityp. 334
About the Editors and Contributorsp. 341
Indexp. 343