Review Essay

Book reviewed in this article:
Catherine Clark, Alan Dyson, Alan Milward (eds), Theorising special education     

Review Essay

Richard Tesse, Academic Success and Social Power: Examinations and Inequality Melbourne University Press, 2000     

Essay Review

David Crook &; Richard Aldrich (eds.), History of Education for the Twenty-first Century (London, Institute of Education, University of London, 2000) xi + 8 pp. [= Bedford Way Papers, 14] ISBN 0-85473-619-0 Richard Aldrich (ed.), A Century of Education (London-New York, Routledge Falmer, 2002) xx + 245 pp., ISBN 0-415-24323-8 Petra Götte & Wolfgang Gippert (Hrsg.), Historische P dagogik am Beginn des 21. Jahrhunderts. Bilanzen und Perspektiven. Christa Berg zum 60. Geburtstag (Essen, Klartext, 2000) 269 pp., ISBN 3-88474-888-2 Thomas S. Popkewitz, Barry M. Franklin & Miguel A. Pereyra (eds.), Cultural History and Education. Critical Essays on Knowledge and Schooling (New York-London, Routledge Falmer, 2001) viii + 369 pp., ISBN 0-415-92805-2, ISBN 0-415-92806-0     

Review Essay

Che Guevara, Paulo Freire and the Pedagogy of Revolution, P. McLAREN, 2000, Lanham: Rowman & Littlefield, 220 pp., ISBN 08477695336, $17.61     

Review Essay

This article provides a critical sociological analysis of trends and perspectives pervasive during the emergence of North American adult education (1919–1970). In discussing transitions during the first 50 years of what is considered modern practice, it draws on Webster E. Cotton's (1986, On Behalf of Adult Education: A Historical Examination of the Supporting Literature. Boston, MA: Center for the Study of Liberal Education for Adults) periodization model—modified a few years later—to organize people, politics, and ideas as categories shaping North American adult education. In exploring this complexity, the article reflects on the perennial difficulty of answering the question ‘What is adult education?’ Following brief considerations of periods one (1919–1929) and two (1930–1946) in the field’s emergence, the article focuses on period three (1947–1970) in more detail, providing critical perspectives on field expansion during the perceived corporate age of adult education. It considers how adult education and constituent higher adult education were each affected as the field of study and practice negotiated the knowledge–culture–language–power nexus where it sought presence and place. Then, comparing the historical example of post-World War II North American adult education and the contemporary example of lifelong learning in neoliberal times, the article concludes by considering how cultural change forces have placed educational formations into reactive modes over time and tides.     

Review Essay

Abstract

Teachers and university professors hold strong, and often different, views on school subjects and academic disciplines. This paper explores the meanings of subjects and disciplines for teachers and university professors who have different subject or disciplinary affiliations as these emerge within discussions about curriculum in a professional development context. It describes a group of university professors and secondary school teachers who met to discuss new developments in research in the humanities and social sciences and their impact on school curriculum. The professors brought their expertise in their academic disciplines and their teaching experience to the conversations. Teachers brought their varied disciplinary knowledge, pedagogical content knowledge and a deep understanding of schools. They perceived their primary goal as making ‘translations’ and ‘transformations’ between university and school. There were many bridges to cross within these complex and multi‐layered conversations. The possibility of bridges was enhanced by sharing common experiences in dealing with dilemmas of teaching. However, it demonstrated the importance of exposing the key structures and arguments of the disciplines as a first step in building bridges among subject communities and between universities and schools.     

Review Essay

This article examines how pastoral leaders learn in the context of ministry in terms of how they see the relationship between theory and practice. The work of Wilfred Carr is introduced as a theoretical framework and clue structures are used to distinguish the different approaches to the theory and practice relationship. A case study using two examples is used to demonstrate how the clue structures are used. The article concludes with implications for the theological curriculum.     

Ambidextrous Scholarship: A Review Essay

This essay reviews three recent works in the field of philosophy of education, each of which brings the work of a major philosophical thinker to bear on contemporary topics within education: Michael Peters, ed., Heidegger, Education, and Modernity ; Randall Curren, Aristotle on the Necessity of Public Education ; and Mordechai Gordon, ed., Hannah Arendt and Education . I argue that these works are representative of a current trend in educational philosophers' ideas, including their political, social, and ethical philosophy. This approach to philosophy of education differs in significant ways from past approaches, in which the connection between philosophy and education was conceived narrowly. In the works under consideration here, education is not understood as an isolated field that is connected to philosophy only through a concerted effort; rather, education is understood as a presence within the broad constellation of philosophical questions. These books therefore not only shed light on educational matters, but they also demonstrate an elegant way to bring together theory and practice, mind and body, philosophy and education.