Bøker i Critical Education Policy and Politics-serien

Discusses the notion of knowledge cultures in relation to claims for the economy and the communicative turn, as well as cultural economy and the politics of postmodernity. This book also focuses on national policy constructions of the knowledge economy, fast knowledge and the role of the so-called new pedagogy and social learning.

In Western society, early childhood education is under increasing scrutiny as early education is becoming integral to economic growth and development. This scrutiny, however, is diminishing the concern for the role of ethics and social participation in education. Inspired by contemporary French philosopher Paul Ricoeur's work on narrative identity, this book analyzes the way we become who we are, offering innovative perspectives on education and on the nature of our 'selves.'

Rahat Naqvi and Hans Smits' edited collection, Thinking about and Enacting Curriculum in "Frames of War" is centered on the theme of how the current global order creates precarious conditions for human life. The contributors respond to the challenges Judith Butler posed about the fragility of life and questions about how we apprehend, and take up ethically, our responsibilities for those who are considered "Other." The overarching objective of the book is the meaning of a call to ethics, and how discussion of framing and frames is a provocation to think about our responsibilities as curriculum scholars and practitioners.

Argues that education in the States and Britain has been radically transformed, through efforts to create curricular standards, and through an emphasis on accountability measured by standardized tests, and efforts to introduce market competition and private services into educational systems.

Better Worlds: Education, Art, and Utopia provides a fresh examination of utopia and education. Adopting an interdisciplinary approach and drawing on literature and the visual arts as well as traditional non-fiction sources, the authors explore utopia not as a model of social perfection but as the active, imaginative building of better worlds. Utopian questions, they argue, lie at the heart of education, and addressing such questions demands attention not just to matters of theoretical principle but to the particulars of everyday life and experience. Taking utopia seriously in educational thought also involves a consideration of that which is dystopian. Utopia, this book suggests, is not something that is fixed, final, or ever fully realized; instead, it must be constantly recreated, and education, as an ongoing process of reflection, action, and transformation, has a central role to play in this process.

Schools and Public Health is a meditation on the past, present, and future of the relationship between public health and American public schools. Gard and Pluim begin by developing a historical account of the way schools have been used in the public health policy arena in America. They then look in detail at more contemporary examples of school-based public health policies and initiatives in order to come to a judgment about whether and to what extent it makes sense to use schools in this way. With this is as the foundation, the book then offers answers to the question of why schools have so readily been drawn into public health policy formulations. First, seeing schools as a kind of ';miracle factory' is a long standing habit of mind that discourages careful consideration of alternative public health strategies. Second, schools have been implicated in public health policy in strategic ways by actors often with unstated political, cultural, ideological, and financial motivations. Finally, the authors call for a more sophisticated approach to public health policy in schools and suggest some criteria for judging the potential efficacy of school-based interventions. In short, the potential effectiveness of proposed interventions needs to be assessed not only against existing historical evidence, but also against the competing roles society expects schools to play and the working-life realities for those charged with implementing public health policies in schools.