Critical Theories in Education ─ Changing Terrains of Knowledge and Politics

An anthology for use in variety of graduate courses in educational philosophy, educational research methods, and curriculum studies, which can serve as a primary or supplementary text in many curriculum, foundations, and policy courses found in most departments and schools of education. Chapters provide a reappraisal of the state of critical theory in education over the past few years, and present a way of thinking about the directions, questions, and assumptions reshaping debates within educational scholarship. A version of Part I, "A Changing Terrain of Knowledge and Power: A Social Epistemology of Educational Research," originally appeared in The Educational Researcher 26:9. The editors are affiliated with the University of Wisconsin-Madison. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Thomas S. Popkewitz is Professor and Chair of the Department of Curriculum and Instruction, University of Wisconsin, Madison. He is co-editor of Foucault's Challenge: Discourse, Knowledge, and Power in Education (1998) and author of Struggling for the Soul: The Politics of Education and the Construction of the Teacher (1998) and A Political Sociology of Education Reform: Power/Knowledge and Power in Teaching, Teacher Education, and Research (1991). Lynn Fendler is a doctoral candidate in the Department of Curriculum and Instruction, University of Wisconsin, Madison.