Cultural Studies and Education
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A prodigious field that has transformed many academic disciplines over the last few decades, cultural studies has yet to be fully considered by educators and education scholars. Cultural Studies and Education redresses this great shortcoming, bringing cultural studies and its implications for education to the fore. This book serves three main purposes. First, it introduces educators and education researchers to some of the most important theoretical debates and analytic frameworks that have shaped the field of cultural studies. Second, it offers examples of three important areas of inquiry in…mehr

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Produktbeschreibung
A prodigious field that has transformed many academic disciplines over the last few decades, cultural studies has yet to be fully considered by educators and education scholars. Cultural Studies and Education redresses this great shortcoming, bringing cultural studies and its implications for education to the fore. This book serves three main purposes. First, it introduces educators and education researchers to some of the most important theoretical debates and analytic frameworks that have shaped the field of cultural studies. Second, it offers examples of three important areas of inquiry in which education and cultural studies overlap: gender and queer studies, postcolonial and ethnic studies, and popular culture and youth studies. Third, it illustrates how education scholars have dealt with the conceptual challenges of cultural studies, and the unique perspectives and contributions education offers to the broader debates in this emerging field. A notably wide-ranging volume, Cultural Studies and Education is a timely introduction to cultural studies and the ways it can enrich education scholarship and practice. "This collection of powerful and profound essays fills a longstanding void between educational practice and cultural theory. Readers will gain insight into the ways in which education is influenced by larger cultural currents in society, and as those connections are made clear, new ways of understanding and intervening will also become evident." -- Pedro A. Noguera, Steinhardt School of Education, New York University "Cultural Studies and Education delves into the intersection of two fields that remain largely disconnected in the United States. In an era of narrow and regressive educational policy, this volume reminds us what educational discourse can be: an exciting conversation about the relationship between culture, power, and society. These essays--both old classics and new--should be at the center of our debates about the future of education." -- Nadine Dolby, Northern Illinois University Contributors include Gary Thomas, Patti Lather, Ramon Flecha, Dolores Delgado Bernal, Kenn Gardner Honeychurch, Michelle Fine, Cati Marsh Kennerley, Sandy Marie Anglas Grande, Cameron McCarthy, Henry A. Giroux, Paul Willis.
Autorenporträt
Ruben A. Gaztambide-Fernandez is an advanced doctorial student and an instructor of education at the Harvard Graduate School of Education, where he teached Curriculum theory. He is a former co-chair of the Harvard Educational Review and of the HER Special Issue on Popular Culture and Education (2003), and is co-editor of Curriculum Work as a Public Moral Enterprise (with J. T. Sears, 2004). The recipient of a Spencer Foundation Research Training Grant, Gaztambide-Fernandez's current research focuses on the construction on social indentities in elite independent schools. He lives with his wife and daughter in Cambridge, Massachusetts.Heather A. Harding is an advanced doctoral student at the Harvard Graduate School of Education, where she is a teaching fellow for courses in educational policy, school reform, and race, and is a former co-chair of the Harvard Educational Review. She currently supervises campus leaders at Citizen Schools, an afterschool program that provides adult-led apprenticeships for middle school students. She has worked as a rural secondary teacher, a professional development coordinator, and organizational change consultant for several Boston-area education reform organizations. Harding's research uncovers the motivation and classroom practice successful White teachers of students of color.Tere Sorde-Marti is sociologist and a doctoral student at the Harvard Graduate School of Education. Her main research interests are social theory from a critical perspective, the processes of change in current society, and education as a tool for social transformation. She has been working with the Roma in Europe, and her studies are focused on the Roma Rights Movement. She has published and presented her work at national and international forums.