Reframing the Question of Whether Education Can Change Society
Abstract
Among the most important questions critical educators can ask today are the following: Can schools play a role in making a more just society possible? If not, why not? If so, what can they do? These questions provide the basis for this article by Michael Apple, as well as for the books under discussion here. The books by David Blacker, John Marsh, Mike Cole, and Pauline Lipman discussed in this essay are either Marxist, have been influenced by Marxist and socialist ideas, or are published by presses that have a long history of publishing material with a Marxist and/or socialist orientation. In order to adequately deal with them, Apple devotes much of this essay to a set of arguments about the possibilities and limits of these ideas. After specifying those arguments, he discusses how they are developed in the books themselves. He grounds this discussion in a call for creating a broader “we” that is based on a more historically grounded understanding of the ways in which struggles over schooling actually can make a difference.
Number of times cited: 3
- Corey Dolgon, Against the “Institutional Real”: The Structural and Cultural Foundations of Corporate Higher Education and the Challenge to Developing Politically Engaged Students, Teaching Economic Inequality and Capitalism in Contemporary America, 10.1007/978-3-319-71141-6_26, (301-319), (2018).
- Westry Whitaker, The Dying of the Light, Deconstructing the Education-Industrial Complex in the Digital Age, 10.4018/978-1-5225-2101-3.ch005, (85-102)
- Eduardo Cavieres-Fernández and Michael Apple, LA LEY DOCENTE Y LA CLASE MEDIA: CONTROLANDO EL DESARROLLO DE LOS PROFESORES CHILENOS, Cadernos CEDES, 36, 100, (265), (2016).
