Can Schooling Contribute to a More Just Society?

Autor/in	Apple, Michael W.
Titel	Can Schooling Contribute to a More Just Society?
Quelle	In: Education, Citizenship and Social Justice, 3 (2008) 3, S.239-261 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197908095134
Schlagwörter	Stellungnahme; Social Justice; Story Telling; Democratic Values; Politics of Education; Role of Education; Personal Narratives; Educational Environment; Interpersonal Relationship; Educational Change; Change Strategies; At Risk Students; Social Influences + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Educational policy; Bildungspolitik; Bildungsauftrag; Erlebniserzählung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsreform; Lösungsstrategie; Sozialer Einfluss
Abstract	This article combines discussions of the politics of education with personal story telling to remind us why the continuing struggle over schooling--over what is and is not taught, over how it is taught and evaluated, over how students with different characteristics are treated, over how teachers and other school employees are respectfully dealt with, over how the relationship between schools and their communities can be democratized, and so much more--is absolutely crucial to the pursuit of social justice. Using the example of the book "Democratic Schools", it suggests tactics for making critically democratic practices more visible. It also describes seven specific tasks that critical scholar/activists in education should perform if we are committed to challenging dominant relations in education and the larger society. (Contains 1 note.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10