Product Description: Critical Theories, Radical Pedagogies, and Social Education: New Perspectives for Social Studies Education begins with the assertion that there are emergent and provocative theories and practices that should be part of the discourse on social studies education in the 21st century...read more

Product Description: This book has two primary goals: a critique of educational reforms that result from the rise of neoliberalism and to provide alternatives to neoliberal conceptions of education problems and solutions. A key issue addressed by contributors is how forms of critical consciousness can be engendered thought society via schools, that is, paying attention to the practical aspects of pedagogy for social transformation and organizing to achieve a most just society...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.

Product Description: In 1932 George Counts, in his speech "Dare the School Build a New Social Order?" explicitly challenged teachers to develop a democratic, socialistic society. In Democratic Social Education: Social Studies for Social Change Drs. Hursh and Ross take seriously the question of what social studies educators can do to help build a democratic society in the face of current antidemocratic impulses of greed, individualism and intolerance...read more (view table of contents, read Amazon.com's description)

Product Description: Book by Ross, E. Wayne

This book examines the relationship between teacher theorizing and teacher action as illustrated by the curricular and instructional practices of teachers. The authors show that all teaching is guided by theory developed by the teachers. Teachers could not begin to practice without some knowledge of the context of their practice and without ideas about what can and should be done in those circumstances. In this sense, teachers are guided by personal, practical theories that structure their activities and guide them in making decisions. This literature is very significant in explaining and interpreting many phenomena of schooling such as why teachers alter curriculum documents and other policies, how inservice education can be improved, how supervisors can help teachers to improve their practices, and how administrators can become leaders to improve education. This perspective has broad and specific implications for every facet of education. Those interested in teacher education and development, in supervision, in curriculum, and in administration will find it especially relevant.