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Re-Envisioning Education and Democracy


reviewed by Kathleen Kesson August 28, 2007

coverTitle: Re-Envisioning Education and Democracy
Author(s): Ruthanne Kurth-Schai and Charles, R Green
Publisher: Information Age Publishing, Charlotte
ISBN: 1593115628, Pages: 236, Year: 2006
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It was with great anticipation that I picked up Re-envisioning Education and Democracy, a new book about school reform. The topic is timely, as the civic debate over democracy heats up over questions of international policy and relations (Is democracy a universal value? Can it be imposed forcefully on societies with no democratic traditions or must it evolve organically?) and also over questions about democracy’s place and purpose in education -- especially as part of the critique of No Child Left Behind with its narrow emphasis on increasing academic achievement as measured by test scores. This is not a new debate; at least since the publication of Dewey’s Democracy and Education (1916) there have been tensions and contradicting visions between those who believe schooling in the U.S. should function to prepare people for roles in a competitive economy and those who espouse education’s potential to educate citizens for full participation... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: August 28, 2007
http://www.tcrecord.org ID Number: 14593, Date Accessed: 10/24/2017 1:57:12 AM

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About the Author
  • Kathleen Kesson
    Long Island University
    E-mail Author
    KATHLEEN KESSON is Professor of Urban Childhood Education at the Brooklyn Campus of Long Island University, where she teaches courses in the foundations of education and teacher research. She is co-author, with Jim Henderson, of Curriculum Wisdom: Educational Decisions in Democratic Societies (2004) and (1999), and editor, with Wayne Ross, of Defending Public Schools: Teaching for a Democratic Society. She is also the author of numerous book chapters, book reviews, and academic articles in such journals as Encounter: Education for Meaning and Social Justice, The Journal of Critical Education Policy Studies, English Education, Journal of Curriculum Theorizing, Curriculum Inquiry, and Teachers College Record. Her interests are in the areas of democracy and education, critical pedagogy, aesthetics and education, and teacher inquiry and reflection.
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