- Series: Critical Studies in Education & Culture (Paperback)
- Paperback: 256 pages
- Publisher: Praeger; 2 edition (August 30, 1993)
- Language: English
- ISBN-10: 0897893115
- ISBN-13: 978-0897893114
- Product Dimensions: 6.2 x 0.6 x 9.4 inches
- Shipping Weight: 12.8 ounces
- Average Customer Review: 3.8 out of 5 stars See all reviews (2 customer reviews)
- Amazon Best Sellers Rank: #1,807,712 in Books (See Top 100 in Books)
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Education Still Under Siege, 2nd Edition (Critical Studies in Education & Culture (Paperback)) 2nd Edition
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About the Author
STANLEY ARONOWITZ is Professor of Sociology at the Graduate Center of the City University of New York. He has written books of which Honor America, The Politics of Identity, and Science as Power are recent titles.
HENRY A. GIROUX is the Waterbury Chair Professor of Education at The Pennsylvania State University. He is series editor of Critical Studies in Education and Culture and the author of numerous titles in critical pedagogy.
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Top Customer Reviews
The problems that Giroux and Aronowitz point out centers around the governments inability to truly comprehend the rising population of minorities and what their influx into this country means. Seemingly entitled "eurocentric views," and poor attention to crumbling infrastructures that many of the poor must negotiate with are part of the problem. As a result teachers and administrators must work in schools that are conducive to comprimised learning, lacking in funds, gang violence, drug use and a host of other issues that seem to punish the oppressed and reward the affluent.
Even now we are still dealing with many of these issues at many of America's inner city schools. Giroux predicts that in the future there will be problems if we implement standardized testing (NCLB) and suggest putting it off for further discussion. Unfortunatedly, that didn't happen and since then NCLB has only helped to put a spotlight on those schools it deems as "Inadequate." Giroux correctly advocates for more social responsiblity and citizenship in our troubled school districts and that more attention be focused on understanding the language and culture of other sub-groups of the American population.
The only section of the book that I would disagree with is the part on their interpretation of power in the educational setting. Giroux and Aronowitz suggest Foucault's idea of power and knowledge is essentially a liberating tool to let the oppressed student's voice be heard. It almost seems as if they are saying that Foucault meant that teachers should "empower" their student to make change by focusing on the connection between power and knowledge. I personally do not believe that Foucault was implying this appealing scenario. It's not necessarily the case that we give voice to the oppressed but to just understand the inherent power in the structure in which we reside and work in. Apart from this I believe that this book is a very good read and would highly recommend the book to all future educators of America.