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Identity in Education


reviewed by Mary Margaret Fonow — October 20, 2009

coverTitle: Identity in Education
Author(s): Susan Sanchez-Casal and Amie A. Macdonald (eds.)
Publisher: Palgrave/MacMillan, New York
ISBN: 0230609171, Pages: 296, Year: 2009
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It is commonplace now for politicians to claim that education is the civil rights issue of the 21st century and then advocate for school vouchers, the end of affirmative action, and the dismantling of teachers’ unions—all in the name of achieving equal opportunity. Such double speak only serves to undermine any real gains made in education by the civil rights movement. Fortunately, Identity in Education offers us an important new way to reframe the issues of access and equity in higher education. What if, the authors ask, achieving racial democracy and social justice were the aim of higher education? What would it mean to bring democracy to education? How would it be achieved? What type of teaching and learning would need to take place? What progressive role would identity play? The editors and authors in this collection are participants in the Future of Minority Studies (FMS) and this volume, dedicated to Satya... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: October 20, 2009
http://www.tcrecord.org ID Number: 15808, Date Accessed: 10/18/2017 11:50:46 PM

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About the Author
  • Mary Fonow
    Arizona State University
    E-mail Author
    MARY MARGARET FONOW is Director of the School of Social Transformation and Professor of Women and Gender Studies at Arizona State University. Her areas of research include feminism and transnational labor activism, feminist methodology, and organized labor. She is the author of Union Women: Forging Feminism in the United Steelworkers of America and Beyond Methodology: Feminist Scholarship as Lived Research. Her new project is a book about union feminists building alliances between international labor and the global women’s movement.
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