In this ethnographic study, Alexandra Freidus investigates the dilemmas of whiteness that challenge a youth-led campaign for school integration in New York City. Analyzing field observations, interviews, and internal documents, she illustrates the ways whiteness shaped young people's identities as allies and activists, contributed to an…

In this essay, Christopher Kliewer, Douglas Biklen, and Amy J. Petersen unravel the construct of intellectual disability that has dominated both policy and practice in schools and communities. The authors synthesize data from first-person narratives, family accounts, and participatory inquiry to propose a theory of human connectedness in which…

The Xicana Sacred Space resulted from an effort to develop a framework that would center the complexities of Chicana ontology and epistemology as they relate to social action projects in our communities. Claiming indigenous roots and ways of knowing, the Xicana Sacred Space functions as a decolonizing tool by displacing androcentric and Western…

This interview with a 103-year-old mathematician and professor emeritus at Massachusetts Institute of Technology ranges over intellectual and political life in the 20th century, including European education, McCarthyism, and ethnomathematics. (SK)

This essay questioned several key assumptions underlying the application of social research to social policy. (Author/RK)

Early stages of the development of educational philosophy in the United States involved the social reform movement of the 1890s, populism, progressivism, social science, literary history, muckraking, Hull House, and the work of Herbert Spencer and John Dewey. (SK)

Cornel West presents a vision of a democratic struggle that is inclusive of lesbian, gay, bisexual, and transgender people. He places heterosexism within the context of capitalism and connects it to other forms of oppression. (SK)

Arguing that peace education is constrained by adherence to technical reason, the author underscores the need for peace educators and their students to cultivate "moral imagination." Her view of moral imagination is grounded in an understanding of human intersubjectivity and in the ways in which the poor "read" the world.…

Discusses the role of education as an agent of hegemony and presents an alternative model of community education that is empowering and suited to the needs of learners. Argues that the development of community is critical to the empowerment of Palestinian people. (Author/JOW)

An interview with Noam Chomsky addresses the U.S. history of systemic inequality, oppression, and sanctioned violence that has spawned a culture of violence; poor and middle-class subsidization of the rich; and possibilities for progressive social change. (SK)

The authors argue that many of the recently recommended public-school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others. The authors outline a teacher education curriculum that links the critical study of power, language, culture, and history to the practice of a…

Reprints of two Harvard Educational Review articles from 1970, "The Adult Literacy Process in Cultural Action for Freedom" and "Cultural Action and Conscientization," highlight the importance of education to human rights. (SK)

The authors report findings of a study on the Education for All Handicapped Children Act's implementation in five school districts across the country, conducted from 1982 through 1985. They focus on equilibration between federal demands and local capacity. Significant attitude transformation and social reform have occurred, but inequities remain.…

The author maintains that the discourse of critical pedagogy is based on rationalist assumptions that give rise to repressive myths. She reflects on her role as a White, middle-class woman and professor developing an antiracist course with a diverse group of students. She critiques the concepts of empowerment, student voice, dialogue, and critical…