Radical Equality in Education
Starting Over in U.S. Schooling
1st Edition
Published on 14. February 2014
Book
Paperback/Softback
110 pages
978-0-415-52804-7 (ISBN)
Description
Tinkering with the current educational system from within has not provided a just and equitable education for all children. In this book, acclaimed education theorist Joanne Larson poses basic questions about the nature and purpose of schooling. Proposing that what is needed is a new purpose that is more consistent with contemporary knowledge production processes-one that moves beyond the either/or binary of preparing workers/citizens in a competitive global economy or a democracy, Larson argues that the only real solution is to start over in U.S. education-the purpose of schooling should be to facilitate human learning, meaning making, and knowledge production toward just and equitable education for all.
Radical Equality in Education offers a new ontological starting point and a new theoretical framing that would follow from it; articulates theoretical, curricular, pedagogical, and assessment principles that frame a real plan for fundamental change in American education, and presents examples of what these ideas might look like in schools and communities.
Radical Equality in Education offers a new ontological starting point and a new theoretical framing that would follow from it; articulates theoretical, curricular, pedagogical, and assessment principles that frame a real plan for fundamental change in American education, and presents examples of what these ideas might look like in schools and communities.
Reviews / Votes
"This is a must read for anyone desiring a radical change in the current education system predicated on a democratic view of education and a more humanistic vision for learning... Summing Up: Highly recommended. General readers, upper-division undergraduate students, and above."- H. J. Bultinck, Northeastern Illinois University, in CHOICE, January 2015"Joanne Larson's Radical Equality in Education presents a timely and truly paradigm-changing approach to education. It is a must read for all those who realize schools should not exist to produce service workers but to produce proactive citizens capable of transforming the world they live in."- James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University, USA
"Brave, timely, innovative and important. This book is a necessary statement that helps point us where we need to be heading in education, and argued by an author superbly placed to make the case. It will contribute to a debate that needs to occur, and occur now."- Colin Lankshear, James Cook University, Australia
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Illustrations
6 s/w Tabellen
6 Tables, black and white
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 7 mm
Weight
198 gr
ISBN-13
978-0-415-52804-7 (9780415528047)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
02/2014
1st Edition
Routledge
€154.40
Shipment within 15-20 days
E-Book
02/2014
1st Edition
Routledge
€44.99
Available for download
E-Book
02/2014
1st Edition
Routledge
€44.99
Available for download
Person
Joanne Larson is Michael W. Scandling Professor of Education, University of Rochester, Warner Graduate School of Education and Human Development, USA.
Content
Foreword, Kris Gutierrez
Preface
Acknowledgments
Chapter One: Fed Up with Tinkering
What We Already Know: Schools are Outdated
Children and Youth are Not Being Well-served: Standardization and Obsessive Testing Causes Damage
Traditional Purposes Reflect an Unproductive Binary of Worker/Citizen
Why Now?
Why Start Over?
Chapter Two: From an Equitable Starting Place
Equality of Intelligence
Equipotentiality
Produsage
Mass collaboration
Spatial Justice
Lunch Is Gross
Freedom Market Project
Guiding principles
Chapter Three: Toward Different Ends
Purposes of Schooling
The Common Good
Operationalizing the Neoliberal Common Good
Normative purposes
A New Purpose
Chapter Four: Curriculum, Instruction, and Assessment
Curriculum
"Instruction" and Pedagogy
Assessment
Guiding Principles
Chapter Five: Imagine We Climb the Mountain
Imagining the New
Knowledge Producing Schools
What Makes the Argument Plausible?
What We Need to Do Now
References
Preface
Acknowledgments
Chapter One: Fed Up with Tinkering
What We Already Know: Schools are Outdated
Children and Youth are Not Being Well-served: Standardization and Obsessive Testing Causes Damage
Traditional Purposes Reflect an Unproductive Binary of Worker/Citizen
Why Now?
Why Start Over?
Chapter Two: From an Equitable Starting Place
Equality of Intelligence
Equipotentiality
Produsage
Mass collaboration
Spatial Justice
Lunch Is Gross
Freedom Market Project
Guiding principles
Chapter Three: Toward Different Ends
Purposes of Schooling
The Common Good
Operationalizing the Neoliberal Common Good
Normative purposes
A New Purpose
Chapter Four: Curriculum, Instruction, and Assessment
Curriculum
"Instruction" and Pedagogy
Assessment
Guiding Principles
Chapter Five: Imagine We Climb the Mountain
Imagining the New
Knowledge Producing Schools
What Makes the Argument Plausible?
What We Need to Do Now
References