Starting with the 1972 publication of his seminal work, Education and the Rise of the Corporate State, Joel Spring has been documenting and analyzing the politics of knowledge and education. Throughout his work he has explored the attempts to use education to advance the economic and political interests of dominant groups. The general term he uses for the relationship between schools and power is "ideological management." His scholarly work first looked at the influence on American schooling of business and economic doctrines embodied in human capital theories and consumerism. The next step in his exploration of the politics of knowledge was to examine these issues in the context of globalization, leading to a proposed educational rights amendment to national constitutions and a new paradigm for education, both of which might ensure that schools are protected from ideological management by economic and political elites. Spring’s indigenous background has strongly shaped his interest in the political and economic goals of schooling, particularly the attempts of those in power to use schools to destroy indigenous languages and cultures. In this collection, Spring brings together 10 of his key writings, providing an overview not just of his own career but the larger contexts in which it is situated. In the Introduction he reviews the evolution and scope of his work and his earlier arguments and reflects on its central themes, which are reflected in the writings selected for this volume. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Contributors to the series include: Michael Apple, James A. Banks, Stephen J. Ball, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, Peter Jarvis.

In the World Library of Educationalists, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. This volume brings together the selected works of Fazal Rizvi. Born in India, Fazal Rizvi has lived and worked in a number of countries, including Australia, England and the United States. Most of his educational encounters have been 'in the global'. He has developed a keen sense of the multiple and conflicting ways in which transnational ties and interactions are transforming the spaces in which identities and cultures are forged and performed, and in which education takes place. Much of his research has sought to examine how educational systems around the world have interpreted and responded to the challenges and opportunities of globalization. In this collection of his papers, written over a period of more than two decades, Fazal Rizvi seeks to understand the shifting discourses and practices of globalization and education, critically examining the ways in which these are: reshaping our sense of identity and citizenship, and our communities creating transnational systems of ties, networks and exchange taken into account in the development of policies and programs of educational reform producing uneven social effects that benefit some communities more than others. Fazal Rizvi's analysis shows how recent global transformations have mostly been interpreted through the conceptual prism of a neo-liberal imaginary that have undermined education's democratic and cosmopolitan possibilities.

A dynamic leader and visionary teacher/scholar, Joyce E. King has made important contributions to the knowledge base on preparing teachers for diversity, culturally connected teaching and learning, and inclusive transformative leadership for change, often in creative partnership with communities. Dr. King is internationally recognized for her innovative interdisciplinary scholarship, teaching practice, and leadership. Her concept of "dysconscious racism" continues to influence research and practice in education and sociology in the U.S. and in other countries. This volume weaves together ten of her most influential writings and four invited reflections from prominent scholars on the major themes the work addresses. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/or practical contributions—so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field.

This book argues that media and capitalism no longer exist as separated entities, and posits three reasons why one can no longer exist without the other. Firstly, mass media have become indispensable to capitalism due to the media’s ability to sell the commodities of mass consumerism. Media capitalism also creates pro-capital attitudes among a target population and establishes an ideological hegemony. Thirdly, media capitalism provides mass deception to hide the pathologies of capitalism, which include mass poverty, rising inequalities, and the acceleration of global warming. To illuminate this, the book’s historical chapter traces the emergence of media capitalism. Its subsequent chapters show how media capitalism has infiltrated the public sphere, society, schools, universities, the world of work and finally, democracy. The book concludes by outlining how societies can transition from media capitalism to a post-media- capitalist society.

This current, comprehensive history of American education is designed to stimulate critical analysis and critical thinking by offering alternative interpretations of each historical period. In his signature straight-forward, concise style, Joel Spring provides a variety of interpretations of American schooling, from conservative to leftist, in order to spark the reader’s own critical thinking about history and schools. This tenth edition follows the history of American education from the seventeenth century to the integration into global capitalism of the twenty-first century to the tumultuous current political landscape. In particular, the updates focus on tracing the direct religious links between the colonial Puritans and the current-day Trump administration. Chapters 1 and 2 have been rewritten to take a closer look at religious traditions in American schools, leading up to the educational ideas of the current U.S. Secretary of Education Betsy DeVos. An updated Chapter 15 further links traditional religious fundamentalist ideas and the twentieth century free market arguments of the Chicago school of economists to President Trump’s administration and the influence of the Alt-Right.

This book provides essential insights into Bhutan’s developmental challenges. It analyzes and scrutinizes the sovereign state’s developmental approach, including the idea of Gross National Happiness (GNH), which has replaced Gross National Product (GNP) as a measurement of prosperity. The authors also explore and deconstruct ideational and cultural aspects of knowledge production and present a critical overall assessment of the political economy of education policy, health, ICT and migration in Bhutan. The book is divided into five parts all taking a critical approach towards inequality: Part one offers an assessment of Bhutan’s developmental trajectories; part two deals with GNH, equality and inclusion versus exclusion; part three is devoted to culture, legal issues and the politics of change; and part four to governance and integration; section five addresses health, food and disparities. This book will appeal to all scholars of South Asian affairs and development studies, as well as to diplomats and professionals involved in development aid.

For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. In this collection, Michael brings together 13 of his key writings in one place, providing an overview not just of his own career but the larger development of the field.