Product Description: This book brings together essays by leading political, legal, and educational theorists to re-examine the requirements of citizenship education in liberal-democratic societies. The chapters in the book evaluate demands by minority groups for cultural recognition through education, and also examine arguments for and against citizenship education as a means of fostering a shared national identity...read more

Product Description: This book brings together essays by leading political, legal, and educational theorists to re-examine the requirements of citizenship education in liberal-democratic societies. The chapters in the book evaluate demands by minority groups for cultural recognition through education, and also examine arguments for and against citizenship education as a means of fostering a shared national identity...read more

In Common Schools/Uncommon Identities, Walter Feinberg holds that public schools must maintain a commitment to liberal democratic values such as equality of opportunity, freedom of association, and individual development; at the same time, he challenges the view that this obligation is incompatible with demands for cultural recognition of minorities. He argues that varied social and historical conditions create different educational obligations to members of these many groups, and the realization of democracy and its basic values in our multicultural society requires that the differences of these groups must be taken into account in the conduct of public education. (view table of contents)

A ground breaking look at how access to decision making in the public schools can be extended to all, even previously excluded segments of the community. (view table of contents)

Product Description: Book by Feinberg, Walter

In this defence of affirmative action, Walter Feinberg moves the debate beyond the inadequate framework of economic issues to develop a theory of affirmative action that allows for a more refined understanding of its uses and misuses. He shows that affirmative action has three morally defensible goals. First, it seeks to correct systematic ruptures in the exercise of the principle of equal opportunity. Second, it seeks to advance the standing of groups whose members have been discriminated against because of certain ascribed characteristics such as sex or skin colour. Third, it attempts to address a historical debt. (view table of contents)

This work is designed to stimulate thinking about, and offer differing perspectives on, problems related to school and society, including curriculum reform, social justice, and competing forms of research. This text tackles such questions as: do schools socialize students to become productive workers?; does schooling reproduce social class and pass on ethnic and gender biases?; can a teacher avoid passing on dominant social and cultural values?; and what besides subjects do students really learn in schools? Expanded to include important issues in contemporary schooling, new sections featured in this edition are: the postmodern move beyond functionalism and Marxism; Foucault on knowledge, power, sexuality and domination; and feminism as a form of conflict theory.

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