Product Description: With the rise of the corporate university and the academic industrial complex, colleges and universities throughout the United States are becoming monitored, armed, gated, and contracted out in the name of security. Policing the Campus is a collection of essays by activist academics and campus organizers from a variety of fields and movements...read more

Teachers today are faced with critical challenges: Standards and testing that limit the exercise of professional judgment; increasingly intrusive managment and surveillance of teachers' work; underfunded mandates; scripted curricula that discounts teacher creativity and ingenuity; and criticl social factors, such as the resegregation of schools. A system of strong, well-funded public schools is the core of a true democracy, and well-trained, empowered teachers are key.Centering on the theme of teaching for participation in a democracy at a time when the foundations of democracy are being shaken by global and domestic factors. Teaching for a Democratic Society focuses on issues of power, decision-making, representation, and control of the profession from a multiplicity of viewpoints.

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Advancing a three-fold political agenda, this volume: * illuminates how the meanings assigned to a whole vocabulary of words and phrases frequently used to discuss the role and reform of U.S. public schools reflect an essentially economic view of the world; * contends that education or educational reform conducted under an economized worldview will only intensify the effects of the colonial relations of political and economic domination that it breeds at home and abroad; and * offers a set of alternative concepts and meanings for reformulating the role of U.S. public schools and for considering the implications of such a reformulation more generally for the underlying premises of all human relationships and activities. Toward these ends, the authors, in Part I, critically examine many of the most commonly used terms within the rhetoric of educational reform since the early 1980s and before. Part II links today's economized worldview to curricular and instructional issues. These essays are especially important for comprehending how the organization of school curriculum privileges those disciplines deemed most central to market expansion--math and science--and how the political centrality of the economic sphere influences the nature of the knowledge presented in specific content areas. Given that language constrains as well as advances human thought, the twin tasks of de-economizing education and decolonizing society will require a vocabulary that transcends the familiar terminologies addressed in Parts I and II. The entries in Part III cultivate the beginnings of such a vocabulary as the authors elucidate innovative concepts which they view as central to the creation of truly alternative educational visions and practices. (view table of contents)