Winner of the 2001 American Educational Studies Association Critics’ Choice Award
Much has been made of the gap between public schools and the communities that they serve. This book shows how a group of teachers, parents, and community people in ‘Ed City’ formed an educational reform group—the Project for Educational Democracy—to increase access to decision making in their school system, especially for members of the community who had previously been excluded. A combination of ethnographic research and theoretical reflection, this book addresses concepts of community, authority, representation, participation, and democracy.
Inhoudsopgave
Acknowledgments
Introduction
Chapter One. Democracy in Small Places
Chapter Two. A Failed Attempt
Chapter Three. Engaging in Democratic Discourse Democratically (with Norman Denzin)
Chapter Four. Race and School in Ed City (with Norman Denzin)
Chapter Five. The PEDs Challenge to Traditional Authority: The School Board
Chapter Six. The Meeting of Bureaucratic and Dialogical Authority: The District Committee
Chapter Seven. Cooperation and Co-optation
Chapter Eight. Conclusion: Competing Conceptions of Democratic Education and Theory
References
Index
Over de auteur
A. Belden Fields is Professor Emeritus of Political Science at the University of Illinois, Urbana. He is the author of
Trotskyism and Maoism: Theory and Practice in France and the United States and
Student Politics in France: A Study of the Union Nationale des Étudiants de France.
>Walter Feinberg is Professor of the Philosophy of Education at the University of Illinois, Champaign. He is the author of
Common Schools/Uncommon Identities: National Unity and Cultural Difference and
On Higher Ground: Education and the Case for Affirmative Action.
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