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The second revised edition of The Hollywood Curriculum analyzes over 165 films distributed throughout the United States over the last 80 years to construct a theory of curriculum in the movies that is grounded in cultural studies and critical pedagogy.

This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or "hermeneutics". The authors bring decades of classroom and supervisory experience in grades K-12.

The Gay Agenda: Claiming Space, Identity, and Justice claims and reclaims the language of "agenda" and turns the rhetoric of the religious right on its ear. The contributors provide insightful and sharp commentary on gay agendas for human rights, marriage and family, cultural influences, schooling and education, and politics and law.

Clarifies and elaborates the concept, linking it to other theories including ways of thinking about curriculum and pedagogy to prepare leaders for a more transformative role. This book provides examples of studies conducted using the lens of transformative leadership as well as of research re-analyzed through its perspective.

Education in Hope

Unmasks the neoliberal ideology that led modern civilization to withdraw from its previous accomplishments into what may be called the new Dark Ages. In this book, the international group of contributors aggressively rejects the siege of society by capitalism and the resulting deterioration.

This book focuses on how ideologies of literacy influence literacy instruction and bilingual education policies. While classroom teachers in both English and other languages are given a wealth of curriculum guides and texts and are coached and trained as to how to best teach their subjects, issues of policy, ideology, or politics are rarely engaged or explored. The Literacy Curriculum and Bilingual Education offers a critical look at how literacy is defined, by whom, and for what purposes - illustrating not only how ideology influences policy and curriculum, but how our own ideologies relate to curriculum and teaching. Utilizing critical theory, this book demonstrates how functional, cultural, progressive, and critical ideologies - informed by particular social, political, and historical contexts - develop and situate policies for literacy programs and bilingual education.

An Ecological and Cultural Critique of the Common Core Curriculum suggests a number of concepts teachers can introduce that will enable students to examine cultural assumptions that originated in the abstract thinking of philosophers and that continue to underlie current ecologically unsustainable patterns of thinking.