The Subaltern Speak - Apple, Michael W. / Buras, Kristen L.
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After years of the dominance of the establishment over educational policies, practices and curriculum content, previously marginalised groups are challenging the status quo. This book highlights the power of these 'subalterns' to resist conservative forces in education, or even use them for their own purposes, and asks what effect this resistance has had and whether they are necessarily always progressive. To answer these questions, the book scrutinises ways in which dominance currently operates across the United States and internationally. The changes brought about by decades of political and…mehr

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Produktbeschreibung
After years of the dominance of the establishment over educational policies, practices and curriculum content, previously marginalised groups are challenging the status quo. This book highlights the power of these 'subalterns' to resist conservative forces in education, or even use them for their own purposes, and asks what effect this resistance has had and whether they are necessarily always progressive. To answer these questions, the book scrutinises ways in which dominance currently operates across the United States and internationally. The changes brought about by decades of political and cultural struggle around race, class, gender, sexuality, language and religion are explored in ways that contribute meaningfully to our ability to challenge unequal relations of power in the world of education today.
The Subaltern Speak combines an analysis of the ways in which various forms of power now operate, with a specific focus on spaces in which subaltern groups act to reassert their own perceived identities, cultures and histories.
Autorenporträt
Michael W. Apple is the John Bascom Professor of Education at the University of Wisconsin, Madison. He is the author of several best selling Routledge books, including Ideology and Curriculum, Education and Power, and Educating the "Right" Way. Kristen L. Buras is a Wisconsin-Spencer Research Fellow University of Wisconsin-Madison, Department of Curriculum and Instruction.