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Can schooling contribute to a more just society?

University of Wisconsin, Madison, apple{at}education.wisc.edu

This article combines discussions of the politics of education with personal story telling to remind us why the continuing struggle over schooling — over what is and is not taught, over how it is taught and evaluated, over how students with different characteristics are treated, over how teachers and other school employees are respectfully dealt with, over how the relationship between schools and their communities can be democratized, and so much more — is absolutely crucial to the pursuit of social justice. Using the example of the book Democratic Schools , it suggests tactics for making critically democratic practices more visible. It also describes seven specific tasks that critical scholar/activists in education should perform if we are committed to challenging dominant relations in education and the larger society.

Key Words: critical pedagogy • critical theory in education • democracy and education

Education, Citizenship and Social Justice, Vol. 3, No. 3, 239-261 (2008)
DOI: 10.1177/1746197908095134


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