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Publics for Public Schools: Legitimacy, Democracy, and Leadership Hardcover – February 1, 2013

ISBN-13: 978-1612052434 ISBN-10: 1612052436

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Editorial Reviews

Review

"Knight Abowitz offers a theoretically rich and ethically attuned call to renew and reimagine the public dimensions of public schooling as a means to enhance both educational efficacy and social justice. In this endeavor, the book is a remarkable success and should find a broad and interested readership. It will make especially valuable reading for scholars, educators, and engaged citizens." ----Teachers College Record

Every now and then that rare book comes along which is so ambitious in its aspirations, so rigorous in its analysis, and so polished in terms of its command of the research literature that it should be read not just by educators, not just by parents, but by everyone. Kathleen Knight Abowitz has written a tour de force on the eve of the 100th anniversary of John Dewey's Democracy and Education that establishes new standards for all of us who are concerned about the future of American schools and our democracy." ----Dennis Shirley, Professor of Education, Boston College

At a time when many Americans increasingly see U.S. public schools as merely centralized government-run institutions, Kathleen Knight Abowitz intriguingly envisions them functioning in deeply public ways. She excites us with the possibilities of communities that come together in deliberation tosupport their schools, shape their educational goals, and ensure desirable and equitable education of all children. She invites us to form publics for public schools, an achievement which will engage ourcommunities and strengthen our schools. Knight Abowitz offers a terrific account of affirming and building the publicness of our schools and it begins with all of us. ----Sarah Stitzlein, University of Cincinnati

About the Author

Kathleen Knight Abowitz is a professor in the Department of Educational Leadership at Miami University in Oxford, Ohio. She is the author of Making Meaning of Community in an American High School (Hampton Press, 2000). Her scholarship on questions of community, public life, critical pragmatism, and charter schooling policies have appeared in Educational Theory, Educational Policy, Journal of Teacher Education, Educational Studies, Teachers College Record, American Educational Research Journal, Review of Educational Research, Philosophical Studies in Education, and the Urban Review.
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Publics for Public Schools: Legitimacy, Democracy, and Leadership
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