In Struggling for the Soul, author Thomas Popkewitz tackles the persistent concern about unequal educational opportunities in the United States. He extends the theory of social epistemology argued in A Political Sociology of Educational Reform> through an ethnographic study of a national reform program that recruited teacher interns for urban and rural schools throughout the U.S.

Challenging conventional ways of thinking about school reforms and teacher education, this book analyses how the "knowledge systems" which organize how teachers’ observe, supervise, and evaluate children produces norms that have the effect of excluding children who are poor and of color. Building on Struggling for the Soul (1998), his original study of the day-to-day life of new teachers in the Teach for America program, Popkewitz delves deeper into how the teaching and learning practices of urban and rural schools. Applying an ethnographic focus to how difference and divisions are produced to exclude despite efforts to include, he explores the complexities of educational change and raises important questions about the politics of schooling, knowledge and power. This book provides an original way of thinking about ethnography through a critical post-foundational approach. Conceptually focusing the ethnography of "the system of reason" that organizes teacher practices, the analysis offers a critical lens to understand the contemporary politics of school reform, the limits of teacher research, and suggests why current teacher and teacher education reforms may conserve the very conditions required for change. Beyond its relevance to U.S. schools, the conceptual and methodological resources of the book have relevance internationally, especially given the global important of education responding to cultural and social diversity through teacher and teacher education reforms.

The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future. Zeichner provides specific examples of work that moves teacher education toward greater congruency between ideals and practices, while outlining the basis for a new form of community-based teacher education, where universities and other program providers, local communities, school districts, and teacher unions share responsibility for the preparation of teachers. Ultimately, Zeichner problematizes an uncritical shift to more practice and clinical experience, and discusses the enduring problems of clinical teacher education that need to be addressed for this shift to be educative. Readers are sure to gain insight on transforming teacher education so it more adequately addresses the need to prepare teachers capable of providing a high-quality education with access to a rich and broad curriculum, and culturally and community responsive teaching for everyone’s children.

Fighting fascism at home and abroad begins with the consolidation of a progressive politics Seventy-five years ago, Henry Wallace, then the sitting Vice President of the United States, mounted a campaign to warn about the persisting "Danger of American Fascism." As fighting in the European and Japanese theaters drew to a close, Wallace warned that the country may win the war and lose the piece; that the fascist threat that the U.S. was battling abroad had a terrifying domestic variant, growing rapidly in power: wealthy corporatists and their allies in the media. Wallace warned that if the New Deal project was not renewed and expanded in the post-war era, American fascists would use fear mongering, xenophonbia, and racism to regain the economic and political power that they lost. He championed an alternative, progressive vision of a post-war world-an alternative to triumphalist "American Century" vision then rising--in which the United States rejected colonialism and imperialism. Wallace's political vision - as well as his standing in the Democratic Party - were quickly sidelined. In the decades to come, other progressive forces would mount similar campaigns: George McGovern and Jesse Jackson more prominently. As John Nichols chronicles in this book, they ultimately failed - a warning to would-be reformers today - but their successive efforts provide us with insights into the nature of the Democratic Party, and a strategic script for the likes of Bernie Sanders and Alexandria Ocasio-Cortez.

The school choice reform movement believes parents should have a choice of where they send their children to school. In this book the author, an educational sociologist, discusses the practice and politics of school choice objectively and comprehensively.

In reaction to the changes imposed on public schools across the country in the name of "education reform," the Chicago Teachers Union redefined its traditional role and waged a multidimensional fight that produced a community-wide school strike and transformed the scope of collective bargaining into arenas that few labor relations experts thought possible. Using interviews, first-person accounts, participant observation, union documents, and media reports, Steven K. Ashby and Robert Bruno tell the story of the 2012 strike that shut down the Chicago school system for seven days.A Fight for the Soul of Public Education takes into account two overlapping, parallel, and equally important stories. One is a grassroots story of worker activism told from the perspective of rank-and-file union members and their community supporters. Ashby and Bruno provide a detailed account of how the strike became an international cause when other teachers unions had largely surrendered to corporate-driven education reform. The second story describes the role of state and national politics in imposing educational governance changes on public schools and draconian limitations on union bargaining rights. It includes a detailed account of the actual bargaining process revealing the mundane and the transcendental strategies of both school board and union representatives.

In all the command positions that he held, General Elazar Stern knew that the role of the Israel Defense Forces was not limited solely to achieving victory on the battlefield. Many of the tasks that he undertook in over three decades of service to his country required moral courage whether it was initiating conversion courses in the IDF, laying down a hard line against disobeying orders during the evacuation of Gush Katif, or taking a stand against draft dodgers and Stern was well aware that public courage has its price. In Struggling Over Israel's Soul, General Stern tells the story of his personal battles the battles for the character and future of the IDF as the army of the people and for the character and future of Israel as a Jewish and democratic state. He candidly describes the challenges and difficulties of a being a religious soldier in a unit of non-religious soldiers, yet he openly opposes the continued service of religious soldiers in separate units. He explains why he was required to rewrite the IDF s ethical code and reveals his revolutionary plan to solve the problem of ultra-Orthodox army exemptions. This honest and frank insider s look at the Israel Defense Forces will inspire you and show you a glimpse of the true face of Israel and why Israel is worth fighting for.