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Education Research in the Public Interest: Social Justice, Action, and Policy

reviewed by Kathleen M. Brown - July 12, 2006

coverTitle: Education Research in the Public Interest: Social Justice, Action, and Policy
Author(s): Gloria Ladson-Billings and William F. Tate (Eds)
Publisher: Teachers College Press, New York
ISBN: 0807747041, Pages: 274, Year: 2006
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In this book, Ladson-Billings and Tate outline the recurring role of education research as a vehicle for working for the public interest. They define the public interest as those decisions and actions that further democracy, democratic practices, equity, and social justice. They also argue that education scholars can and must undertake work that speaks to the pressing public issues related to education. With this directive in mind, the questions remain:  What are these pressing issues and who gets to identify them? What does this work look like and whose interests are served in the process? What forms of inquiry are privileged and who benefits? Most importantly, what is truly in the public interest and how do we know? Each of the contributors to this book adds to this critically important discourse by describing ways in which scholars can conduct educational research that enhances democracy and social justice while advancing the... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: July 12, 2006
https://www.tcrecord.org ID Number: 12591, Date Accessed: 6/12/2021 1:25:47 PM

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About the Author
  • Kathleen Brown
    University of North Carolina at Chapel Hill
    E-mail Author
    KATHLEEN M. BROWN is an Associate Professor and Chair of Educational Leadership at the University of North Carolina at Chapel Hill. As a scholar-practitioner with fifteen years of teaching and administrative experience, her research interests include effective, site-based servant leadership that connects theory, practice and issues of social justice in breaking down walls and building a unified profession of culturally aware educators working toward equitable schooling for all. She approaches education from an ethic of social care and works toward changing the metaphor of schools from hierarchical bureaucracies to nurturing communities. Her most recent publications appear in Educational Administration Quarterly, Journal of Educational Administration, Journal of School Leadership, and Equity & Excellence in Education.
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