The Subaltern Speak: Curriculum, Power and Educational Struggles

Tupper,Jennifer

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The Subaltern Speak: Curriculum, Power and Educational Struggles

reviewed by Jennifer Tupper - June 08, 2006

Title: The Subaltern Speak: Curriculum, Power and Educational Struggles
Author(s): Michael W. Apple & Kristen L. Buras (Eds.)
Publisher: Taylor & Francis, London
ISBN: 0415950821, Pages: 294, Year: 2006
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This book weaves a cautionary tale regarding the state of education in the United States, and is a call to continually examine educational practices that not only perpetuate inequities, but also attempt to expand them. In response to Spivak’s (1988) question, can the subaltern speak? Apple and Buras advance the position that indeed they can and do, organizing the edited collection around three themes: The Subaltern Speak: In Whose Voices; The Subaltern Speak: National Contexts; and lastly, The Subaltern Speak: International Contexts. The editors fittingly introduce the volume by exploring whose knowledge is of most worth. Beginning with the story of Sagoyewatha, a Seneca chief who challenges the dominance of Christian missionaries, Apple and Buras remind us of the longstanding traditions of exclusion and dominance to which subaltern people have been subjected. The introduction to the 11 essays contained in the collection does not simply summarize each, as is so... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: June 08, 2006
https://www.tcrecord.org ID Number: 12537, Date Accessed: 4/20/2021 7:41:13 AM

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About the Author
Jennifer Tupper University of Regina E-mail Author JENNIFER TUPPER is an assistant professor of education and social studies chair in the Faculty of Education, University of Regina, Saskatchewan, Canada. A former high school social studies teacher, she recieved her MA in Curriculum Studies from the University of British Columbia and PhD in Secondary Education from the University of Alberta where she was a Killam Scholar. Among her recent publications is "Education and the (Im)Possibilites of Citizenship" in G.H. Richardson & D. Blades (Eds). (2006) Troubling the Canon of Citizenship Education. New York: Peter Lang. Her research interests focus on citizenship education, anti-oppressive education, and the inclusion of First Nations perspectives and experiences in curriculum. She is currently working on a federally funded research project exploring high school students understandings and experiences of citizenship.

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