Promises to Keep: Cultural Studies, Democratic Education, and Public Life (Social Theory,Education and Cultural Change)

Book Cover
Half-Title
Title
Copyright
Contents
Acknowledgments
Series Editors’ Foreword
Introduction
	Promises to Keep
	Education and the New Progressive Cultural Politics
	Marxism and Post-Marxism
	Postcolonialism and the Project of Un-thinking Eurocentrism
	The Troubling of Identity
	Community in a Postmodern Age
	Cultural Studies and the New Progressivism
	The Reconceptualist Curriculum Movement
	Critical Pedagogy
	Social Foundations of Education
	Cultural Studies and Education
	Chapters
I. Education and the New Cultural Terrain
	1 The Globalization of Capitalism and the New Imperialism: Notes toward a Revolutionary Critical Pedagogy
		Globalization and Capitalism
		The McLaw of Value
		The Failure of the Free Market
		Global Capitalism as the New Imperialism
		The Corporatization of Public Education
		Corporate Philanthropy and the Neoliberal Agenda
		Democracy in Crisis: Decoupling Democracy from Capitalist Development
		Toward a Revolutionary Critical Pedagogy
		Teachers as Intellectual Workers
		Class: The Outmoded or Forgotten Antagonlsm
		Conclusion
	2 Civil Society and Educational Publics: Possibilities and Problems
		What Is Civil Society?
		Civil Society and Educational Publics
		Limitations and Dangers
	3 Extraordinary Conversations in Public Schools
		Social Spaces for Challenge
		Pushing the Borders of Gender and Race
		Baring Secrets
		Distancing
		An Eighth Grade Group
		Contesting Social Stereotypes
		Creating an Intellectual and Ethical Community across Borders
		December through February: The Melting, and Then Partial Restoration, of Privilege
		March through April: Playing with Power, Shifting, and Reversals
		April through June: Coalitions, Standpoints, Speaking Truth to Power…Preparing for the “Real World”
		Conclusion
	4 A Talk to Teachers: James Baldwin as Postcolonial Artist and Public Intellectual
		Baldwin in the Village
		Final Thoughts
	5 Promises to Keep, Finally? Academic Culture and the Dismissal of Popular Culture
		A Correspondence Theory of Reality or the Academy’s Numb Thesis
		The Culture Industry Reconsidered (Again): Adorno, Horkheimer, and Their Legacy in the Cultural Studies of Education
		Toward an Alternative Approach to Academic Work and Popular Culture
II. Reimagining Curriculum and Pedagogical Practice
	6 Stan Douglas and the Aesthetic Critique of Urban Decline
		I
		II
		III
		IV
		V
		VI
		VII
		VIII
	7 Screening Race
		Race in the Hood
		The Black Arts Movement
		A Cinema of Racial Violence
		A Mimetic Realism
		Realism and the Didactic Protest Film
		An Aesthetic of Color and Critical Race Theory
		Ethics and an Antiaesthetic
		Antiaesthetics and Cinematic Practices
		Implementing the Antiaesthetic
		Two Case Studies
		In Conclusion
	8 Troubling Heroes: Of Rosa Parks, Multicultural Education, and Critical Pedagogy
		Monumentalist History and Parks as a “Founding Mother”
		Critical Histories: Setting the Record Straight
		Effective History: Rosa Parks the Floating Signifier
		Conclusion
	9 The Symbolic Curriculum: Reading the Confederate Flag as a Southern Heritage Text
		The Confederate Flag and the Battle over Southern Heritage
		The New Right Discourse of “Whiteness”
		The Progressive Response: From Critique to Reappropriation of the Confederate Flag
		The Corporate and State Discourse of the “New South”
		Teaching the Confederate Flag Controversy
		Conclusion
	10 Urban Education, Broadcast News, and Multicultural Spectatorship
		Fashioned by the Text Itself: How Is the Story Framed?
		Fashioned by Institutional Contexts: What Are the Parameters of News Media?
		Fashioned by Technology: How Does the Videotape Construct the Story?
		Conclusion
	11 “They Need Someone to Show Them Discipline”: Preservice Teachers’ Understandings and Expectations of Student (Re)presentations in Dangerous Minds
		A Multiperspectival Analysis
		Representations of Students in Dangerous Minds
		Dangerous Minds: Production History
		Dangerous Minds: Textual Analysis—Representations of Students
		Focus Group Responses
		Acceptance and Alignment
		Misconception and Inexperience
		Renegotiation, Rereading, and Rearticulation
		Concluding Thoughts
Afterword Schooling in Capitalist America: Theater of the Oppressor or the Oppressed?
	Cast of Characters
	The Place: West Los Angeles; The Time: Winter 2001
		Getting to Know Some of the Characters
		In the Faculty Lounge
		In Pablo’s Classroom
	After the Play: Critical Commentaries
Notes
References
Contributors
Index