ERIC Number: ED404392
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Making Progress: Education and Culture in New Times.
The essays in this collection, although written at different times, are all part of a process of forming a democratic progressive educational policy and practice for the United States in the new historical era. Each chapter groups essays that critique some aspect of existing public school practice, explores the limitations of current reform efforts, and offers some suggestions toward a democratic and progressive response. Chapter 1, "Progress, Progressivism, and Postmodernism in Education," examines current educational philosophies and the belief in progress. Chapter 2, "Public Education in Changing Times," examines the broad shifts in postmodern society and explores their implications for educational change. Chapter 3, "Making Tracks: The 'Detracking' and Retracking of Public Education," focuses on recent reform efforts associated with educational tracking. In Chapter 4, "Constructing the Margins: Of Multicultural Education and Curriculum Settlements," multicultural education is explored. Chapter 5, "The Cultural Politics of Sexuality Education," examines the battle over sexuality education in U.S. schools, and Chapter 6, "Gayness, Multicultural Education, and Community," examines the role public education plays in the marginalization of gays and lesbians. In Chapter 7, "Stories of Colonial and Postcolonial Education," several stories from personal experience explore colonial and postcolonial education. (Contains 211 references.) (SLD)
Descriptors: Curriculum Development, Democracy, Educational Change, Educational Philosophy, Educational Policy, Educational Practices, Elementary Secondary Education, Homosexuality, Multicultural Education, Postmodernism, Progressive Education, Public Schools, Sex Education, Track System (Education)
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3576-0, $19.95; clothbound: ISBN-0-8077-3577-9).
Publication Type: Books; Opinion Papers
Education Level: N/A
Authoring Institution: N/A