Education for Critical Democracy

Adler R. (1977). Research on the effects of television advertising on children. Washington, DC: U.S. Government Printing Office.

Anyon J. (1979). Ideology and United States history textbooks. Harvard Educational Review, 49(3), 361–386.

Apple M. (1979). Ideology and curriculum. London: Routledge & Kegan Paul.

Apple M. (1986). Teachers and texts: A political economy of class and gender relations in education. London: Routledge & Kegan Paul.

Aronowitz S. , & Giroux H. (1985). Education under siege: The conservative, liberal and radical debate over schooling. South Hadley, MA: Bergin & Garvey.

Barber B. (1984). Strong democracy: Participatory politics for a new age. Berkeley: University of California Press.

Barrett N. (1979). Women in the job market: Occupations, earnings, and career opportunities. In Smith R. (Ed.), The subtle revolution: Women at work (pp. 31–61). Washington, DC: Urban Institute.

Bellah R. , Madsen R. , Sullivan W. , Swidler A. , & Tipton S. (1985). Habits of the heart: Individualism and commitment in American life. Berkeley, CA: University of California Press.

Berger P. , & Luckmann T. (1967). The social construction of reality: A treatise in the sociology of knowledge. Garden City, NY: Anchor Press.

Berlak A. (1988, April). Teaching for outrage and empathy in a post-secondary classroom. Paper presented at the annual American Educational Research Association meeting, New Orleans.

Berlak H. (1985). Education for a democratic future. St. Louis: Public Education Information Network.

Boyte H. (1980). The backyard revolution: Understanding the new citizen movement. Philadelphia: Temple University Press.

Boyte H. (1984). Community is possible: Repairing America's roots. New York: Harper & Row.

Braverman H. (1974). Labor and monopoly capital. New York: Monthly Review Press.

Bronfenbrenner U. (1970). Two worlds of childhood: U.S. and U.S.S.R. New York: Russell Sage Foundation.

Burawoy M. (1979). Manufacturing consent. Chicago: University of Chicago Press.

Cagan E. (1978). Individualism, collectivism, and radical educational reform. Harvard Educational Review, 48(2), 227–265.

Callahan R. (1962). Education and the cult of efficiency: A study of the social forces that have shaped the administration of the public schools. Chicago: University of Chicago Press.

Carlson D. (1982). “Updating” individualism and the work ethic: Corporate logic in the classroom. Curriculum Inquiry, 12(2), 125–160.

Carnegie D. (1936). How to win friends and influence people. New York: Simon & Schuster.

Clews H. (1907). Individualism versus socialism. Address delivered in the Columbia Theater, New York.

Cornforth M. (1955). Science versus idealism. London: Lawrence & Wishart.

Crenson M. (1983). Neighborhood politics. Cambridge: Harvard University Press.

Dabi R. (1982). Dilemmas of pluralist democracy. New Haven: Yale University Press.

Damico A. (1978). Individuality and community: The social and political thought of John Dewey. Gainesville: University of Florida Press.

Dewey J. (1922). Human nature and conduct: An introduction to social psychology. New York: Carlton House.

Dewey J. (1930). Individualism old and new. New York: Minton, Balch & Company.

Dewey J. (1954). The public and its problems. Denver: Swallow Press.

Dewey J. (1966). Democracy and education: An introduction to the philosophy of education. New York: The Free Press.

Dietz M. (1985). Citizenship with a feminist face: The problem with maternal thinking. Political Theory, 13(1), 19–37.

Durkheim E. (1933). The division of labor in society. London: Collier-Macmillan.

Edwards R. (1979). Contested terrain: The transformation of the workplace in the 20th century. New York: Basic Books.

Elshtain J. (1981). Public man, private woman: Women in social and political thought. Princeton: Princeton University Press.

Emerson R. W. (1929). New England reformers. In The complete writings of Ralph Waldo Emerson — volume I (pp. 313–323). New York: Wise & Co.

Ewen S. (1976). Captains of consciousness: Advertising and the social roots of the consumer culture. New York: McGraw-Hill.

Finkelstein B. (1984). Education and the retreat from democracy in the United States. Teachers College Record, 86(2), 275–282.

Flanagan J. , Shanner W. , Brudner H. , & Marker R. (1975). An individualized instructional system: PLAN. In Talmadge H. (Ed.), Systems of individualized education (pp. 136–167). Berkeley: McCutchan Press.

Giddens A. (1971). Capitalism and modern social theory. London: Cambridge University Press.

Gilligan C. (1982). In a different voice: Psychological theory and women's development. Cambridge: Harvard University Press.

Giroux H. , & Penna A. (1977). Social relations in the classroom: The dialectic of the hidden curriculum. Edcentric, No. 40–41, pp. 39–46.

Giroux H. , & Simon R. (1988). Popular culture and critical pedagogy: Schooling and the language of everyday life. South Hadley, MA: Bergin & Garvey.

Goodlad J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

Goodman J. (1987). Factors in becoming a proactive elementary school teacher: A preliminary study of selected novices. Journal of Education for Teaching, 13(3), 207–229.

Goodman J. (1988). The political tactics and teaching strategies of reflective, active preservice teachers. Elementary School Journal, 89(1), 23–41.

Gordon D. , Edwards R. , & Reich M. (1982). Segmented work, divided workers. New York: Cambridge University Press.

Gran G. (1983). Development by people: Citizen construction of a just world. New York: Praeger Press.

Graubard A. (1972). Free the children: Radical reform and the free school movement. New York: Pantheon Books.

Greene M. (1973). Teacher as stranger: Educational philosophy for the modern age. Belmont, CA: Wadsworth Press.

Gross B. , & Gross R. (1969). Radical school reform. New York: Simon & Schuster.

Hanson R. (1985). The democratic imagination in America: Conversations with our past. Princeton: Princeton University Press.

Hartmann H. (1984). The unhappy marriage of Marxism and feminism: Towards a more progressive union. In Dale R. , Esland G. , & MacDonald M. (Eds.), Education and the state: Politics, patriarchy, and practice — volume II (pp. 191–210). New York: Falmer Press.

Haubrich V. (1971). Freedom, bureaucracy, and schooling. Washington, DC: Association for Supervision and Curriculum Development.

Henry J. (1956). Culture against man. New York: Random House.

Hochschild J. (1984). The new American dilemma: Liberal democracy and school desegregation. New Haven: Yale University Press.

Hofstadter R. (1959). Social Darwinism in American thought. New York: George Braziller.

Hook S. (1966). Reason, social myths and democracy. New York: Harper Torchbooks.

Hubbard R. (1979). Have only men evolved? In Hubbard R. , Henifin M. , & Fried B. (Eds.), Women look at biology looking at women (pp. 7–35). Cambridge, MA: Schenkman Press.

Huber R. (1971). The American idea of success. New York: McGraw-Hill.

Janssen-Jurreit M. (1980). Sexism: The male monopoly on history and thought. New York: Farrar.

Keller E. (1985). Reflections on gender and science. New Haven: Yale University Press.

Kessen W. (1975). Childhood in China. New Haven: Yale University Press.

Kleinfeld J. (1979). Eskimo school on the Andreafsky: A study of effective bicultural education. New York: Praeger Press.

Kuzmic J. (1988, October). Harmony high school: The paradoxes of creating an empowering educational environment. Paper presented at the annual Bergamo Curriculum Theory and Classroom Practice conference, Dayton, Ohio.

Lasch C. (1978). The culture of narcissism: American life in an age of diminishing expectations. New York: W. W. Norton.

Lein L. (1975). Black American migrant children: Their speech at home and school. Anthropology and Education Quarterly, 6(1), 1–11.

Lesko N. (1988). Symbolizing society: Stories, rites and structure in a Catholic high school. New York: Falmer Press.

Lewis M. , & Simon R. (1986). A discourse not intended for her: Learning and teaching within patriarchy. Harvard Education Review, 56(4), 457–472.

Lukes S. (1973). Individualism. New York: Harper & Row.

Macdonald J. , & Zaret E. (1975). Schools in search of meaning. Washington, DC: Association for Supervision and Curriculum Development.

Manicas P. (1985). John Dewey: Anarchism and the political state. The Transactions of the Charles S. Peirce Society: A Quarterly Journal in American Philosophy, 18(2), 133–158.

Maslow A. (1976). The farther reaches of human nature. New York: Penguin Books.

Mayer M. (1955). They thought they were free: The Germans 1933–1945. Chicago: University of Chicago Press.

Mayhew K. , & Edwards A. (1966). The Dewey school. New York: Atherton Press.

McLaren P. (1986). Schooling as ritual performance: Towards a political economy of educational symbols and gestures. London: Routledge & Kegan Paul.

Mills C. W. (1969). Sociology and pragmatism. New York: Oxford University Press.

Moustakas C. (1961). Loneliness. New York: Prentice-Hall.

Neill A. S. (1977). Summerhill: A radical approach to child rearing. New York: Wallaby Press.

Noddings N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.

Novack G. (1975). Pragmatism versus Marxism: An appraisal of John Dewey's philosophy. New York: Pathfinder Press.

Oakes J. (1985). Keeping track: How schools structure inequality. New Haven: Yale University Press.

Pateman C. (1970). Participation and democratic theory. London: Cambridge University Press.

Peshkin A. (1986). God's choice: The total world of a fundamentalist Christian school. Chicago: University of Chicago Press.

Pinar W. (1975). Sanity, madness, and the school. In Pinar W. (Ed.), Curriculum theorizing: The reconceptualists (pp. 359–383). Berkeley, CA: McCutchan Press.

Popkewitz T. (1987). The formation of school subjects: The struggle for creating an American institution. New York: Falmer Press.

Sarason S. (1982). The culture of the school and the problem of change. Boston: Allyn & Bacon.

Sennett R. (1977). The fall of public man. New York: Alfred A. Knopf.

Sennett R. , & Cobb J. (1972). The hidden injuries of class. New York: Vintage Press.

Shaheen J. (1988). Children speak up for fairness. Democratic Schools, 3(2), 14–16.

Shor I. (1986). Culture wars: School and society in the conservative restoration. London: Routledge & Kegan Paul.

Silberman C. (1973). The open classroom reader. New York: Random House.

Simon R. (1988). For a pedagogy of possibility. Critical Pedagogy Networker, 1(1), 1–4.

Smith D. (1978). A peculiar eclipsing: Women's exclusion from man's culture. Women's Studies International Quarterly, 1(4), 281–295.

Smith R. , & McLaren P. (1987). Televangelism as pedagogy and cultural politics. Curriculum and Teaching, 2(2), 1–18.

Spender D. (1980). Man made language. London: Routledge & Kegan Paul.

Talmadge H. (1975). Systems of individualized education. McCutchan Publishing.

Teitelbaum K. (1987). Outside the selective tradition: Socialist curriculum for children in the United States, 1900–1920. In Popkewitz T. (Ed.), The formation of school subjects: The struggle for creating an American institution (pp. 238–267). New York: Falmer Press.

de Tocqueville A. (1948). Democracy in America–volume II. New York: Alfred A. Knopf.

Varenne H. (1977). Americans together: Structured diversity in a midwestern town. New York: Teachers College Press.

Ventriss C. (1985). Emerging perspective on citizen participation. Public Administration Review, 47(6), 433–440.

Vivas E. (1955). Creation and discovery: Essays in criticism and aesthetics. New York: Noonday Press.

Ward S. , Wackman D. , & Wartella E. (1977). How children learn to buy. Beverly Hills: Sage Press.

Wells H. (1954). Pragmatism: Philosophy of imperialism. New York: International Publishers.

Wexler P. , Martuseqicz R. , & Kern J. (1987). Popular educational politics. In Livingstone D. (Ed.), Critical pedagogy and cultural power (pp. 227–243). South Hadley, MA: Bergin & Garvey.

Wood G. (1986, October). Education for democratic empowerment: Theory into practice. Paper presented at the annual Bergamo Curriculum Theory and Classroom Practice conference, Dayton, Ohio.

Wood S. (1982). The degradation of work? Skill, deskilling and the labour process. London: Hutchinson Press.

Wood E. (1972). Mind and politics: An approach to the meaning of liberal and socialist individualism. Berkeley: University of California Press.

Wu Xiaoyang . (1988, October). The roles and struggles of an elementary teacher in a school for democratic empowerment. Paper presented at the annual Bergamo Curriculum Theory and Classroom Practice conference, Dayton, Ohio.

Yesipov B. , & Goncharov N. (1947). I want to be like Stalin. New York: John Day Press.