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The notion of resistance resides as a deep-seated premise underpinning the democratic foundation of the United States. Given the distinctive standing of public education in the U.S., this book explores the multiple roles - and numerous contexts - that resistance plays in contemporary educational settings. Resistance in education creates, or reflects, the multiple counter-discourses that arise to challenge the one or more dominant discourses in any given educational setting. There is potency in the plurality of the varied and sometimes controversial arguments provided by each essay in this volume, which should be read by everyone interested in the concept within the framework of education today.
List of contents
Contents: David M. Moss/Terry A. Osborn: Introduction: Considering Resistance - Terry A. Osborn: Planting the Seeds of Resistance: The Times they have a-Changed - Molly K. Ness: Resisting Traditional Notions of Teacher Certification: Reflecting on «Teach For America» - Dina C. Osborn: Resisting the State: Christian Fundamentalism and A Beka - Timothy Reagan: Critical Pedagogy in the Foreign Language Education Context: Teaching Esperanto as a Subversive Activity - David I. Smith: Teaching (and Learning from) the White Rose - Jason Goulah: Dialogic Resistance in Education: Tsunesaburo Makiguchi, Daisaku Ikeda and Transformative Language Learning - Marshall A. George: Resisting Mandated Literacy Curricula in Urban Middle Schools - Kristen Hawley Turner: Fighting the Fear of Failure: Resisting the Effects of THE TEST in a Thinking-based Writing Class - Thomas H. Levine:« A Small Group of Thoughtful, Committed Citizens»: Social Studies Classrooms as Communities of Practice That Enable Social Action - Jo Ann Freiberg: The Challenge of Bullying in U.S. Schools: Resistance and Reaction - Kathleen P. King: «We Want to Be Heard»: Using Instructional Technology to Resist Student Silence - John Craven & Tracy Hogan: Resisting an Unbecoming Science - Julie M. Kittleson/Robert J. Ceglie: Being at Crossroads: Resisting the Typical Conference Format to Rekindle Passions and Priorities in Science Education - David M. Moss: Should We Teach Resistance?
About the author
David M. Moss, Ph.D., is Associate Professor in the Neag School of Education at the University of Connecticut. His current research interests are in the areas of international education, environmental education, and teacher education reform. Dr. Moss has authored over 50 articles, book chapters, and reviews on such diverse topics as student understandings of the nature of science, interdisciplinary education, teacher education, and forest ecosystem health monitoring. He earned his Ph.D. from the University of New Hampshire and completed his undergraduate work at Alfred University.
Terry A. Osborn, Ph.D., is Professor and Chair of the Division of Curriculum and Teaching in the Graduate School of Education at Fordham University and serves on the Executive Committee of the Faculty Senate. He is the founding co-editor of Critical Inquiry in Language Studies: An International Journal and is the editor of six book series with international academic publishers. He has authored or edited 13 books and 32 peer-reviewed articles and chapters. Dr. Osborn has been a featured keynote speaker at universities and education conferences in the United States.
Report
«It is possible to say that resistance in education has always been resisted; the point, of course, is who is doing the resisting, why they are resisting, what they are resisting, and whose interests are being served by these acts of resistance. David M. Moss and Terry A. Osborn's provocative collection of essays on educational resistance gives new scope and meaning to the term 'resistance' in the context of today's challenges to and on behalf of social justice education. It is an important contribution to the field of critical education.» (Peter McLaren, Graduate School of Education and Information Studies, University of California, Los Angeles)
