E. Wayne Ross
I teach and write about the politics of curriculum, critical pedagogy, social studies education, and academic labor.
I am interested in the influence of social, political, and institutional contexts on teachers’ practice. My research and teaching focus on the role of curriculum and teaching in building democratic communities that are positioned to challenge the priorities and interests of neoliberal capitalism as manifest in educational and social policies that shape both formal and informal education experiences.
In recent years, my principal research interests have been the influence of the educational standards and high-stakes testing movements on curriculum and teaching. Investigating the surveillance-based and spectacular conditions of postmodern schools and society my aim has been to develop a radical critique of schooling as social control and a collection of strategies that can be used disrupt and resist the conformative, anti-democratic, anti-collective, and oppressive potentialities of schooling, practices I describe as dangerous citizenship.
I am a co-founder of The Rouge Forum, a group of educators, parents, and students seeking a democratic society and I currently co-edit three scholarly journals: Critical Education; Workplace: A Journal for Academic Labor; and Cultural Logic.
I worked as a secondary social studies (Grades 8 to 12) and day care teacher in North Carolina and Georgia and was Distinguished University Scholar and Chair of the Department of Teaching at the University of Louisville prior to joining the faculty at UBC in 2004. I have also been a faculty member at the State University of New York campuses at Albany and Binghamton.
Phone: 604-822-2830
Address: 2125 Main Mall
Vancouver, BC V6t 1Z4
Canada
I am interested in the influence of social, political, and institutional contexts on teachers’ practice. My research and teaching focus on the role of curriculum and teaching in building democratic communities that are positioned to challenge the priorities and interests of neoliberal capitalism as manifest in educational and social policies that shape both formal and informal education experiences.
In recent years, my principal research interests have been the influence of the educational standards and high-stakes testing movements on curriculum and teaching. Investigating the surveillance-based and spectacular conditions of postmodern schools and society my aim has been to develop a radical critique of schooling as social control and a collection of strategies that can be used disrupt and resist the conformative, anti-democratic, anti-collective, and oppressive potentialities of schooling, practices I describe as dangerous citizenship.
I am a co-founder of The Rouge Forum, a group of educators, parents, and students seeking a democratic society and I currently co-edit three scholarly journals: Critical Education; Workplace: A Journal for Academic Labor; and Cultural Logic.
I worked as a secondary social studies (Grades 8 to 12) and day care teacher in North Carolina and Georgia and was Distinguished University Scholar and Chair of the Department of Teaching at the University of Louisville prior to joining the faculty at UBC in 2004. I have also been a faculty member at the State University of New York campuses at Albany and Binghamton.
Phone: 604-822-2830
Address: 2125 Main Mall
Vancouver, BC V6t 1Z4
Canada
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Books by E. Wayne Ross
The Social Studies Curriculum, Fifth Edition updates the definitive overview of the issues teachers face when creating learning experiences for students in social studies. The book connects diverse elements of the social studies curriculum – social issues, history, cultural studies – offering a unique and critical perspective that separates it from other texts. The social studies curriculum is contested terrain both epistemologically and politically and this completely updated book includes new chapters on politics of social studies curriculum, historical perspective, critical historical inquiry, Black education and critical race theory, whiteness and anti-racism, decolonial literacy and decolonizing the curriculum, gender and sexuality, Islamophobia, critical media literacy, evil in social studies, economics education, anarchism, children’s rights and Earth democracy, and citizenship education. Readers are encouraged to reconsider their assumptions and understandings of purposes, nature, and possibilities of the social studies curriculum.
By bringing together this critical work in one volume, the book fosters conversation across geographic regions to transcend the national contexts for which these analyses are generally produced. This collection provides insights into issues of curriculum, teaching, teacher education, and research in the region and will be of interest to readers both familiar with and new to research on social studies, history, citizenship, and geography education in Latin America.
Citation: Plá, S., & Ross, E. W. (Eds.). (2023). The new social studies education in Latin America: Critical perspectives from the Global South. Routledge.
ISBN 9781032149509
Published August 30, 2022 by Routledge
214 Pages 3 B/W Illustrations
https://www.routledge.com/Social-Studies-Education-in-Latin-America-Critical-Perspectives-from-the/Pla-Ross/p/book/9781032149509
http://www.tcrecord.org/Content.asp?ContentId=22274
Concerns about the nature and meaning of citizenship have re-emerged in social studies education, research, and academia with new questions about the (dis)function of government, and citizens' continued apathy and lack of participation. E. Wayne Ross addresses some of these concerns over citizenship and lack of engagement in classrooms and society in this latest book.
Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators.
Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate‐driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom.
Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension.
This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles—where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide—to social studies education.
I have attached an excerpt of the book and have included the website for ordering information. Thank you.
https://www.sensepublishers.com/product_info.php?products_id=1106&osCsid=62e8008518b023f2866bc1bda9b42e03
"Critical Theories, Radical Pedagogies, and Social Education: New Perspectives for Social Studies Education begins with the assertion that there are emergent and provocative theories and practices that should be part of the discourse on social studies education in the 21st century. Anarchist, eco-activist, anti-capitalist, and other radical perspectives, such as disability studies and critical race theory, are explored as viable alternatives in responding to current neo-conservative and neo-liberal educational policies shaping social studies curriculum and teaching.
Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension.
This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles—where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide—to social studies education.
"No topic sparks an argument faster among the American public, even with relatively apolitical people, than how their children are taught. In schools across the country, school boards, parents, teachers, and students themselves debate issues ranging from charter schools, to the first amendment rights of students, to the efficacy of the No Child Left Behind Act. School districts in Georgia and Pennsylvania have seen battles over the teaching of evolution; places as diverse as Colorado, Washington, and Kentucky have had debates over how best to protect children while at school. Battleground: Schools provides an in-depth, balanced overview of these controversial topics and enables teachers, students, and their parents to better understand the foundations of these conflicts. Battleground: Schools cover the 100 most relevant conflicts involving education issues today. A sample of the debates analyzed:
* Charter schools
* Distance education
* Home schooling
* Students' Rights
* Military in Schools
* Religion and public schools
* Single-sex schooling"""
"Education under the Security State is a volume that vividly and bravely speaks to the crisis of our age. . . . It examines with analytical suppleness and great political verve contemporary conflicts around educational policy, revealing how both policy and pedagogy have been impacted by the increasing militarization, privatization, and corporatization of the security state as well as shifting dynamics within media culture. What becomes clear in Education under the Security State is that the real threat to the security state is not terrorism but the struggle for democracy."
—From the Foreword by Peter McLaren, University of California, Los Angeles
Contents and Contributors
Introduction: Defending Public Education from the Public, David A. Gabbard • Part I: The Security State and the Traditional Role of Schools • "Welcome to the Desert of the Real": A Brief History of What Makes Schooling Compulsory, David A. Gabbard • The State, the Market, & (Mis)education, Takis Fotopoulos • Part II: Security Threats • What Is The Matrix? What Is the Republic?: Understanding "The Crisis of Democracy", David A. Gabbard • Civic Literacy at Its Best: The "Democratic Distemper" of the Students for a Democratic Society (SDS), John Marciano • A Matter of Conflicting Interests?: Problematizing the Traditional Role of Schools, Sandra Jackson • Part III: Security Measures: Defending Public Education from the Public • A Nation at Risk—RELOADED: The Security State and the New World Order, David A. Gabbard • The Hegemony of Accountability: The Corporate-Political Alliance for Control of Schools, Sandra Mathison and E. Wayne Ross • Neoliberalism and Schooling in the United States: How State and Federal Government Education Policies Perpetuate Inequality, David W. Hursh and Camille Anne Martina • State Theory and Urban School Reform I: A Reconsideration from Detroit, Barry M. Franklin • State Theory and Urban School Reform II: A Reconsideration from Milwaukee, Thomas C. Pedroni • Cooking the Books: Educational Apartheid with No Child Left Behind, Sheila L. Macrine • The Securitized Student: Meeting the Demands of Neoliberalism, Kenneth J. Saltman • Enforcing the Capitalist Agenda For and In Education: The Security State at Work in Britain and the United States, Dave Hill • Privatization and Enforcement: The Security State Transforms Higher Education, John F. Welsh"
Educational standards and assessment practices are the engine driving the historic changes public schools are experiencing today. This dynamic collection of essays presents an overview of the origins and development of standards-based educational reform (SBER) and assessment; a description of SBER’s essential elements; and a critical analysis of the means and ends of what is perhaps the most important reform effort U.S. schools have ever experienced.
Contents and Contributors
The Nature and Limits of Standards-Based Reform and Assessment, Sandra Mathison and E. Wayne Ross • Part I: History, Context, and the Future of Educational Standards and Assessment • A Short History of Educational Assessment and Standards-Based Educational Reform, Sandra Mathison • Standards-Based Education: Two Wrongs Don’t Make a Right, W. James Popham • The Costs of Overemphasizing Achievement, Alfie Kohn • International Comparisons: Worth the Cost?, Gerald W. Bracey • Assessment, Accountability, and the Impossible Dream, Linda Mabry • Authentic Accountability: An Alternative to High-Stakes Testing, Ken Jones • Evaluation of Schools and Education: Bad Practice, Limited Knowledge, Sandra Mathison and Marco A. Muñoz • Part II: Perspectives on Standards and Assessment • Teachers Working with Standards and State Testing, Sandra Mathison and Melissa Freeman • “Parental Involvement”: In Defense of What Kind of Vision for “Public” School? Melissa Freeman • Leaving No Child Left Behind: Accountability Reform and Students with Disabilities, Margaret J. McLaughlin and Katherine M. Nagle • The Accumulation of Disadvantage: The Consequences of Testing for Poor and Minority Children, Sandra Mathison • Educational Leaders and Assessment-Based Reform, William A. Firestone • The Mismeasure and Abuse of Our Children: Why School Officials Must Resist State and National Standardized Testing Reforms, William C. Cala
"
This book has two primary goals: a critique of educational reforms that result from the rise of neoliberalism, and to provide alternatives to neoliberal conceptions of education problems and solutions. A key issue addressed by contributors is how forms of critical consciousness can be engendered throughout society via schools. This means paying attention to the practical aspects of pedagogy for social transformation and organizing to achieve a most just society. Each contributor offers critical examinations of the pragmatics of pedagogy and organizing for social transformation. It is the editors hope that the analysis of neoliberal educational reform provided in the chapters will contribute in multiple ways to the programs of critical scholars, educators and activists working for education and schools that serve the broad interests of the public and against capitalist educational practices.
Contents: Foreword, Richard A. Brosio. Introduction, E. Wayne Ross and Rich Gibson. Neoliberalism and the Control of Teachers, Students, and Learning: The Rise of Standards, Standardization, and Accountability, David W. Hursh. No Child Left Behind, Globalization, and the Politics of Race, Pauline Lipman. Education and the New Disciplinarity: Surveillance, Spectacle, and the Case of SBER, Kevin D. Vinson and E. Wayne Ross. The Ideology and Practice of Empire: The United States, Mexico, and the Education of American Immigrants, Gilbert G. Gonzalez. Neoliberalism and the Perversion of Education, Dave Hill. Schools and the GATS Enigma, Glenn Rikowski. A Marxist Reading of Reading Education, Patrick Shannon. Paulo Freire and the Revolutionary Pedagogy for Social Justice, Rich Gibson. The Unchained Dialectic: Critique and Renewal of Higher Education Research, John Welsh. Marketizing Higher Education: Neoliberal Strategies and Counter-Strategies, Les Levidow. Critical Pedagogy and Class Struggle in the Age of Neoliberal Globalization: Notes from History's Underside. Peter McLaren Author Index. Subject Index.
The third edition of The Social Studies Curriculum thoroughly updates the definitive overview of the primary issues teachers face when creating learning experiences for students in social studies. By connecting the diverse elements of the social studies curriculum—history education, civic, global, and social issues—the book offers a unique and critical perspective that separates it from other texts in the field. This edition includes new work on race, gender, sexuality, critical multiculturalism, visual culture, moral deliberation, digital technologies, teaching democracy, and the future of social studies education. In an era marked by efforts to standardize curriculum and teaching, this book challenges the status quo by arguing that social studies curriculum and teaching should be about uncovering elements that are taken for granted in our everyday experiences, and making them the target of inquiry.
Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross
Volume One, Principles and Practices of Multicultural Education, examines issues of equity, school reform, teacher education, and school leadership. Volume 2, Language and Literacy in Schools, presents an overview of language and literacy learning for Latino and Asian American students, and gives general and specific recommendations for improved performance. The third volume, Racial Identity in Education, examines concepts of racial and ethnic identity and how they affect teaching and learning. The final volume, Racism and Antiracism in Education, looks at "color-blind racism;" "white supremacy" in the curriculum; race and testing; critical race pedagogy and anti-racist education; and globalization. Outstanding scholars contributing to this timely collection include: Eduardo Bonilla-Silva; George J. Sefa Dei; Donna Y. Ford; Vivian Gadsden; Carl A. Grant; Edmund W. Gordon; Joyce E. King; and Kevin K. Kumashiro.
General Editors: E. Wayne Ross and Valerie O. Pang.
Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross
General Editors: E. Wayne Ross and Valerie O. Pang.
Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross
The Social Studies Curriculum, Fifth Edition updates the definitive overview of the issues teachers face when creating learning experiences for students in social studies. The book connects diverse elements of the social studies curriculum – social issues, history, cultural studies – offering a unique and critical perspective that separates it from other texts. The social studies curriculum is contested terrain both epistemologically and politically and this completely updated book includes new chapters on politics of social studies curriculum, historical perspective, critical historical inquiry, Black education and critical race theory, whiteness and anti-racism, decolonial literacy and decolonizing the curriculum, gender and sexuality, Islamophobia, critical media literacy, evil in social studies, economics education, anarchism, children’s rights and Earth democracy, and citizenship education. Readers are encouraged to reconsider their assumptions and understandings of purposes, nature, and possibilities of the social studies curriculum.
By bringing together this critical work in one volume, the book fosters conversation across geographic regions to transcend the national contexts for which these analyses are generally produced. This collection provides insights into issues of curriculum, teaching, teacher education, and research in the region and will be of interest to readers both familiar with and new to research on social studies, history, citizenship, and geography education in Latin America.
Citation: Plá, S., & Ross, E. W. (Eds.). (2023). The new social studies education in Latin America: Critical perspectives from the Global South. Routledge.
ISBN 9781032149509
Published August 30, 2022 by Routledge
214 Pages 3 B/W Illustrations
https://www.routledge.com/Social-Studies-Education-in-Latin-America-Critical-Perspectives-from-the/Pla-Ross/p/book/9781032149509
http://www.tcrecord.org/Content.asp?ContentId=22274
Concerns about the nature and meaning of citizenship have re-emerged in social studies education, research, and academia with new questions about the (dis)function of government, and citizens' continued apathy and lack of participation. E. Wayne Ross addresses some of these concerns over citizenship and lack of engagement in classrooms and society in this latest book.
Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators.
Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate‐driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom.
Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension.
This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles—where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide—to social studies education.
I have attached an excerpt of the book and have included the website for ordering information. Thank you.
https://www.sensepublishers.com/product_info.php?products_id=1106&osCsid=62e8008518b023f2866bc1bda9b42e03
"Critical Theories, Radical Pedagogies, and Social Education: New Perspectives for Social Studies Education begins with the assertion that there are emergent and provocative theories and practices that should be part of the discourse on social studies education in the 21st century. Anarchist, eco-activist, anti-capitalist, and other radical perspectives, such as disability studies and critical race theory, are explored as viable alternatives in responding to current neo-conservative and neo-liberal educational policies shaping social studies curriculum and teaching.
Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension.
This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles—where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide—to social studies education.
"No topic sparks an argument faster among the American public, even with relatively apolitical people, than how their children are taught. In schools across the country, school boards, parents, teachers, and students themselves debate issues ranging from charter schools, to the first amendment rights of students, to the efficacy of the No Child Left Behind Act. School districts in Georgia and Pennsylvania have seen battles over the teaching of evolution; places as diverse as Colorado, Washington, and Kentucky have had debates over how best to protect children while at school. Battleground: Schools provides an in-depth, balanced overview of these controversial topics and enables teachers, students, and their parents to better understand the foundations of these conflicts. Battleground: Schools cover the 100 most relevant conflicts involving education issues today. A sample of the debates analyzed:
* Charter schools
* Distance education
* Home schooling
* Students' Rights
* Military in Schools
* Religion and public schools
* Single-sex schooling"""
"Education under the Security State is a volume that vividly and bravely speaks to the crisis of our age. . . . It examines with analytical suppleness and great political verve contemporary conflicts around educational policy, revealing how both policy and pedagogy have been impacted by the increasing militarization, privatization, and corporatization of the security state as well as shifting dynamics within media culture. What becomes clear in Education under the Security State is that the real threat to the security state is not terrorism but the struggle for democracy."
—From the Foreword by Peter McLaren, University of California, Los Angeles
Contents and Contributors
Introduction: Defending Public Education from the Public, David A. Gabbard • Part I: The Security State and the Traditional Role of Schools • "Welcome to the Desert of the Real": A Brief History of What Makes Schooling Compulsory, David A. Gabbard • The State, the Market, & (Mis)education, Takis Fotopoulos • Part II: Security Threats • What Is The Matrix? What Is the Republic?: Understanding "The Crisis of Democracy", David A. Gabbard • Civic Literacy at Its Best: The "Democratic Distemper" of the Students for a Democratic Society (SDS), John Marciano • A Matter of Conflicting Interests?: Problematizing the Traditional Role of Schools, Sandra Jackson • Part III: Security Measures: Defending Public Education from the Public • A Nation at Risk—RELOADED: The Security State and the New World Order, David A. Gabbard • The Hegemony of Accountability: The Corporate-Political Alliance for Control of Schools, Sandra Mathison and E. Wayne Ross • Neoliberalism and Schooling in the United States: How State and Federal Government Education Policies Perpetuate Inequality, David W. Hursh and Camille Anne Martina • State Theory and Urban School Reform I: A Reconsideration from Detroit, Barry M. Franklin • State Theory and Urban School Reform II: A Reconsideration from Milwaukee, Thomas C. Pedroni • Cooking the Books: Educational Apartheid with No Child Left Behind, Sheila L. Macrine • The Securitized Student: Meeting the Demands of Neoliberalism, Kenneth J. Saltman • Enforcing the Capitalist Agenda For and In Education: The Security State at Work in Britain and the United States, Dave Hill • Privatization and Enforcement: The Security State Transforms Higher Education, John F. Welsh"
Educational standards and assessment practices are the engine driving the historic changes public schools are experiencing today. This dynamic collection of essays presents an overview of the origins and development of standards-based educational reform (SBER) and assessment; a description of SBER’s essential elements; and a critical analysis of the means and ends of what is perhaps the most important reform effort U.S. schools have ever experienced.
Contents and Contributors
The Nature and Limits of Standards-Based Reform and Assessment, Sandra Mathison and E. Wayne Ross • Part I: History, Context, and the Future of Educational Standards and Assessment • A Short History of Educational Assessment and Standards-Based Educational Reform, Sandra Mathison • Standards-Based Education: Two Wrongs Don’t Make a Right, W. James Popham • The Costs of Overemphasizing Achievement, Alfie Kohn • International Comparisons: Worth the Cost?, Gerald W. Bracey • Assessment, Accountability, and the Impossible Dream, Linda Mabry • Authentic Accountability: An Alternative to High-Stakes Testing, Ken Jones • Evaluation of Schools and Education: Bad Practice, Limited Knowledge, Sandra Mathison and Marco A. Muñoz • Part II: Perspectives on Standards and Assessment • Teachers Working with Standards and State Testing, Sandra Mathison and Melissa Freeman • “Parental Involvement”: In Defense of What Kind of Vision for “Public” School? Melissa Freeman • Leaving No Child Left Behind: Accountability Reform and Students with Disabilities, Margaret J. McLaughlin and Katherine M. Nagle • The Accumulation of Disadvantage: The Consequences of Testing for Poor and Minority Children, Sandra Mathison • Educational Leaders and Assessment-Based Reform, William A. Firestone • The Mismeasure and Abuse of Our Children: Why School Officials Must Resist State and National Standardized Testing Reforms, William C. Cala
"
This book has two primary goals: a critique of educational reforms that result from the rise of neoliberalism, and to provide alternatives to neoliberal conceptions of education problems and solutions. A key issue addressed by contributors is how forms of critical consciousness can be engendered throughout society via schools. This means paying attention to the practical aspects of pedagogy for social transformation and organizing to achieve a most just society. Each contributor offers critical examinations of the pragmatics of pedagogy and organizing for social transformation. It is the editors hope that the analysis of neoliberal educational reform provided in the chapters will contribute in multiple ways to the programs of critical scholars, educators and activists working for education and schools that serve the broad interests of the public and against capitalist educational practices.
Contents: Foreword, Richard A. Brosio. Introduction, E. Wayne Ross and Rich Gibson. Neoliberalism and the Control of Teachers, Students, and Learning: The Rise of Standards, Standardization, and Accountability, David W. Hursh. No Child Left Behind, Globalization, and the Politics of Race, Pauline Lipman. Education and the New Disciplinarity: Surveillance, Spectacle, and the Case of SBER, Kevin D. Vinson and E. Wayne Ross. The Ideology and Practice of Empire: The United States, Mexico, and the Education of American Immigrants, Gilbert G. Gonzalez. Neoliberalism and the Perversion of Education, Dave Hill. Schools and the GATS Enigma, Glenn Rikowski. A Marxist Reading of Reading Education, Patrick Shannon. Paulo Freire and the Revolutionary Pedagogy for Social Justice, Rich Gibson. The Unchained Dialectic: Critique and Renewal of Higher Education Research, John Welsh. Marketizing Higher Education: Neoliberal Strategies and Counter-Strategies, Les Levidow. Critical Pedagogy and Class Struggle in the Age of Neoliberal Globalization: Notes from History's Underside. Peter McLaren Author Index. Subject Index.
The third edition of The Social Studies Curriculum thoroughly updates the definitive overview of the primary issues teachers face when creating learning experiences for students in social studies. By connecting the diverse elements of the social studies curriculum—history education, civic, global, and social issues—the book offers a unique and critical perspective that separates it from other texts in the field. This edition includes new work on race, gender, sexuality, critical multiculturalism, visual culture, moral deliberation, digital technologies, teaching democracy, and the future of social studies education. In an era marked by efforts to standardize curriculum and teaching, this book challenges the status quo by arguing that social studies curriculum and teaching should be about uncovering elements that are taken for granted in our everyday experiences, and making them the target of inquiry.
Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross
Volume One, Principles and Practices of Multicultural Education, examines issues of equity, school reform, teacher education, and school leadership. Volume 2, Language and Literacy in Schools, presents an overview of language and literacy learning for Latino and Asian American students, and gives general and specific recommendations for improved performance. The third volume, Racial Identity in Education, examines concepts of racial and ethnic identity and how they affect teaching and learning. The final volume, Racism and Antiracism in Education, looks at "color-blind racism;" "white supremacy" in the curriculum; race and testing; critical race pedagogy and anti-racist education; and globalization. Outstanding scholars contributing to this timely collection include: Eduardo Bonilla-Silva; George J. Sefa Dei; Donna Y. Ford; Vivian Gadsden; Carl A. Grant; Edmund W. Gordon; Joyce E. King; and Kevin K. Kumashiro.
General Editors: E. Wayne Ross and Valerie O. Pang.
Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross
General Editors: E. Wayne Ross and Valerie O. Pang.
Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross
Editors: David Siar, (Winston-Salem State University), Gregory Meyerson, (North Carolina A & T University), James Neilson,(North Carolina A & T University), Martha Gimenez, (University of Colorado), Rich Gibson (San Diego State University), E. Wayne Ross (University of British Columbia). Joe Ramsey (Quincy College).
http://ojs.library.ubc.ca/index.php/criticaled
Editor's Introduction
Tom Nelson
Social Studies Teacher Education: Dare We Teach for Democracy?
E. Wayne Ross & Perry M. Marker
Education for Democracy?
Philip Kovacs
Fahrenheit 9/11 in the Classroom
Robert L. Dahlgren
Social Studies, Social Justice: W(h)ither the Social Studies in High-stakes Testing
Wayne Au
Social Studies and the Social Order: Telling Stories of Resistance
Douglas McKnight & Prentice Chandler
Unsafe Waters, Stolen Sisters, and Social Studies: Troubling Democracy and the Meta-Narrative of Universal Citizenship
Jennifer Tupper
Interpreting Democratic Images: Secondary Studies' Reading of Visual Texts
William Gaudelli
Media Literacy Education in the Social Studies: Teacher Perceptions and Curricular Challenges
Laura Stein & Anita Prewett
Adventures in Critical Pedagogy: A Lesson in US History
Deborah Seltzer-Kelly
Does Critical Pedagogy Work with Privileged Students?
Ricky Lee Allen & Cesar Augusto Rossatto
Developing Involved and Active Citizens: The Role of Personal Practical Theories and Action Research in a Standards-Based Social Studies Classroom
Richard H. Chant
Resumen de la presentación: (1) Democracia en crisis; (2) La relación entre populismo (particularmente el de tendencia de derecha) y democracia; (3) La democracia como fenómeno social frente al fenómeno político; (4) Desafíos que enfrentamos como ciudadanía y educadores políticos.
17:00GMT
Zoom ID 233 617 4181
YouTube video of Interview: https://www.youtube.com/watch?v=VGsNemNRkiM&list=PLCRIwqD6h0_-gWPmBJ9DGriPnW8WBpC81&index=4
Keynote address at 4th annual meeting of Gesellschaft für sozioökonomische Bildung und Wissenschaft (GSÖBW) / Society for Socio-Economic Education and Science, Vienna, Austria, February 2020
What kind of teachers?
Those who understand their role in creating classrooms where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, to make change.
What kind of citizenship?
The dangerous kind.
What kind of future?
One where social studies education emphases the connection between the social and the individual, between the political and the existential; where a focus on institutional transformation is pursued in tandem with concerns for the existential dimension of meaning, that is personal desire for belonging, community, and moral commitment.
American Education Studies Association
Friday, November 4, 2016, 8:00-9:30pm
Grand Hyatt, Seattle, Washington
We are in the midst of a transformation of education. When a generation ago, a quarter of all college instructors were temporary and off the tenure track, now three quarters are. Our public schools are increasingly becoming privatized. What does this transformation of academic labor mean for the working conditions of K-12 and higher education faculty, student learning, academic freedom, and other important issues? The panelists will discuss these issues in today’s K-12 and higher education environment from their perspectives as social foundations scholars/activists.
These remarks were presented immediately following Seixas’ presentation and prepared without the opportunity to read the text of his talk in advance. As a result, they are based upon the abstract circulated prior to his seminar and my understanding of Seixas’ perspective based upon his published work and our interactions as faculty members at UBC.
English version in American Herald Tribune
http://ahtribune.com/in-depth/1833-wayne-ross.html
En français Algérie Résistance: https://mohsenabdelmoumen.wordpress.com/2017/08/11/dr-wayne-ross-la-peur-creee-par-lexistence-precaire-dans-le-monde-neoliberal-decourage-la-pensee-critique/
En français Palestine Solidarité:
http://www.palestine-solidarite.org/analyses.mohsen_abdelmoumen.110817.htm
The unedited version of the interview, in English, can be found here: http://blogs.ubc.ca/ross/2017/10/5582/
English version of interview: http://blogs.ubc.ca/ross/2020/06/can-we-take-lessons-from-the-streets-interview-with-documento-athens-greece-on-uprisings-in-the-usa/
development and evaluation.
education reform movement or GERM. One of the key effects of GERM on curriculum and teaching has been the search for low-risk ways to meet learning goals, undermining alternative and experimental pedagogical approaches and risk-taking in the classroom. This seminar will explore histories, ideologies, and practices of alternative education movements. A key aim of the course is to examine the various cultures of learning,
teaching, and curriculum embedded within the diverse landscape of alternative education and the implications for formal and informal education today. Emphasis will be placed on (but not limited too) the liberal/progressive and anarchist/libertarian traditions of alternative education, including movements such as Socialist Sunday Schools, Modern Schools (Ferrer Schools), democratic free schools, as well as the deschooling movement.