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This book explores the following questions: What is the relationship between democratic ideals and goodness in education? What are the characteristics of good schooling and how can they be integrated into real policies and practices. What are the greatest challenges facing schools and how are they addressed?

Provides a multilayered analysis into the politics of difference and how they played out in four public schools. This volume features stories which are written as a means inquiry into constraints and possibilities of working meaningfully with students who are often resistant untrusting.

This text argues that difficult problems can not be solved without a democratic process. Essential to the resolution of such problems is a reconstructed school that prepares students to become effective problem solvers and informed, responsible democratic citizens.

Addressing the role of language in the exercise of power, as it affects educational organisations, the editor combines central traditions in social science inquiry: concern for the post-modern and post-positivist condition of the contemporary world; and concern for the praxis of critical theory.

Looks at the challenges and triumphs of Black women academicians.

Exposes how desegregation policy discriminated against African Americans and how they pursued desegregation, as one of many strategies, including institution building in the community, to obtain equal educational opportunities. This book chronicles the history, the closing, and what some see as the restoration of historically black high schools.

This is a reading of the controversies surrounding educational testing between the early 1970s and the late 1990s. It focuses attention on the challenges to standardize testing, the emergence of performance-based and outcome-based education and the eventual decline of these reform efforts.

In the USA, the Comer programme assists underachieving urban schools by examining their system and their students. The implications of the successes reported in this volume show that children from all backgrounds can gain vital social and academic skills when education addresses their needs.

Brings together some ideas on reforming education for 14-18 year olds with a focus on more significant reforms for revisioning of high school. This book provides a context for understanding the rationale, conceptual framework, obstacles, and political context of high school reform.

Brings together some ideas on reforming education for 14-18 year olds with a focus on more significant reforms for revisioning of high school. This book provides a context for understanding the rationale, conceptual framework, obstacles, and political context of high school reform.

In the USA, the Comer programme assists underachieving urban schools by examining their system and their students. The implications of the successes reported in this volume show that children from all backgrounds can gain vital social and academic skills when education addresses their needs.

This text explores the way in which aspirations and careers get negotiated and are constructed among African-American adolescent males int he context of an urban alternative school. It also explores the issue of school and career failure through an ethnographic account of an alternative program.

This text centres upon full inclusion within the higher education curriculum of such disciplines as women's studies, ethnic studies, criminal studies and teacher education. It has a chapter on each discipline and discusses the topic of marginalization within academia.

This text advocates theory and practice for the transformation of inner city education through the development and application of critical principles grounded in the postmodern, the moral and possibility. The contributors argue for the construction of a more democratic praxis for urban education.

This text advocates theory and practice for the transformation of inner city education through the development and application of critical principles grounded in the postmodern, the moral and possibility. The contributors argue for the construction of a more democratic praxis for urban education.

The impact of an ethic of care, or its absence, is the focus of the schooling stories that make up this volume. The case studies examine the interconnected level of daily behaviour, describing relationships within various urban school support programmes.

This ethnography depicts the cultural consequences of a local school closing in a small, rural, predominantly black community. It shows how the dynamics of the community deepen fundamental contradictions between strong beliefs in education (values spoken) and actual conduct (values lived).

This interpretive study investigates the process of implementation of externally imposed educational change. It views implementation as an active process whereby individuals interpret, reinterpret, reform and reconstruct the policy ideas when actively putting them into practice or use.

This volume reports on the policy-based dimensions, or policy elements, of three successful high schools. The nature and function of these policy elements and the relationship among them constitute what the author terms the policy environment.