The thirty-seven articles of this volume provide an interdisciplinary approach to the understanding of educational institutions in modern society. Written by historians, anthropologists, sociologists, and economists, they create a synthesis of the variety of theoretical perspectives andmethodological approaches now competing for attention in educational research.

The renowned activist’s lectures on Cold War foreign policy delivered in Nicaragua during the US-backed war against the Sandinista government. One of Noam Chomsky's most accessible books, On Power and Ideology is a product of his 1986 visit to Managua, Nicaragua, for a lecture series at Universidad Centroamericana. Delivered at the height of US involvement in the Nicaraguan civil war, this succinct series of lectures lays out the parameters of Noam Chomsky's foreign policy analysis. The book consists of five lectures on US international and security policy. The first two lectures examine the persistent and largely homogenous features of US foreign policy, and overall framework of order. The third discusses Central America and its foreign policy pattern. The fourth looks at US national security and the arms race. And the fifth examines US domestic policy. These five talks, conveyed directly to the people bearing the brunt of devastating US foreign policy, make historic and exciting reading.

This critical ethnographic school-based case study offers insights on the interaction between ideology and the identity development of individual English language learners in Singapore. Illustrated by case studies of the language learning experiences of five Asian immigrant students in an English-medium school in Singapore, the author examines how the immigrant students negotiated a standard English ideology and their discursive positioning over the course of the school year. Specifically, the study traces how the prevailing standard English ideology interacted in highly complex ways with their being positioned as high academic achievers to ultimately influence their learning of English. This potent combination of language ideologies and circulating ideologies created a designer student immigration complex. By framing this situation as a complex, the study problematizes the power of ideologies in shaping the trajectories and identities of language learners.

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

To celebrate the 25th anniversary of its publication, Michael W. Apple has thoroughly updated his influential text, and written a new preface. The new edition also includes an extended interview circa 2001, in which Apple relates the critical agenda outlined in Ideology and Curriculum to the more contemporary conservative climate. Finally, a new chapter titled "Pedagogy, Patriotism and Democracy: Ideology and Education After 9/11" is also included.

First Book-Length Study Of The History Of Language Teaching And Learning Among South Asian Muslims. This Engaging And Highly Informative Book Is Indispensable For Any One Working In The Field Of Pakistani Language And Culture.

Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies—teachers’ and students’ beliefs about language—to shed light on the continuing problem of reproduction of linguistic inequality. Framed within global debates in sociolinguistics and applied linguistics, she examines the case of historically white schools in South Africa, a post-colonial context where political power has shifted but where the power of whiteness continues, to provide new insights into the complex relationships between language and power, and language and subjectivity. Implications for language curricula and policy in contexts of linguistic diversity are foregrounded. Providing an accessible overview of the scholarly literature on language ideologies and language as social practice and resource in multilingual contexts, Language and Power in Post-Colonial Schooling uses the conceptual tools it presents to analyze classroom interaction and ethnographic observations from the day-to-day life in case study schools and explores implications of both the research literature and the analyses of students’ and teachers’ discourses and practices for language in education policy and curriculum.

Science has established itself as not merely the dominant but the only legitimate form of human knowledge. By tying its truth claims to methodology, science has claimed independence from the influence of social and historical conditions. Here, Aronowitz asserts that the norms of science are by no means self-evident and that science is best seen as a socially constructed discourse that legitimates its power by presenting itself as truth.

For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. Beginning with Ideology and Curriculum (1979), Apple moved to understand the relationship between and among the economy, political and cultural power in society on the one hand "and the ways in which education is thought about, organized and evaluated" on the other. This edited collection invites several of the world's leading education scholars to reflect on the relationships between education and power and the continued impact of Apple's scholarship. Like Apple's work itself, the essays will span a range of disciplines and inequalities; emancipatory educational practices; and the linkage between the economy and race, class and gender formation in relation to schools.

Leonardo introduces an integrated theory of ideology that examines its necessary, negative, and positive functions. A three-dimensional theory highlights the concept of ideology during the reform process and links it to domination. Through an ideological critique of reform language, the book provides insights into domination and ways to counteract it. The movement for educational change lacks a concerted engagement with ideology with respect to school reform. Ideology is a central, structuring concept in education, especially regarding the intractable problem of domination. Race, class, and gender inequalities have become dilemmas that plague many students' chances for academic success, let alone the good life. In addition to constructing ideology as a form of distortion, the book considers it as a necessary mechanism for teachers as they make meaning of their daily experiences as well as a positive force for teachers who combat relations of domination. This work introduces an integrated theory of ideology that examines its necessary, negative, and positive functions. A three-dimensional theory highlights the concept of ideology during the reform process and links it to educational and social inequality. This work looks at the rhetoric of education reform and ways to counteract it so that the goal of educational equality will be possible for all.