Overview

The Critical Middle School Reader is the first collection of essays that presents multiple critical perspectives on adolescence and middle level education, including critical theory and pedagogy, cultural studies of youth, critical psychology, postmodernism and contemporary feminism. This accessible, efficient, one volume compilation will introduce students, pre-service teachers, and teacher educators to a range of perspectives and will guide them through a thoughtful analysis and critique of both classical and critical texts. Designed to challenge and reframe the basic assumptions about youth development and public education, the collection will support current and prospective teachers and school administrators in their efforts to imagine and create libratory possibilities for youth. It will be an indispensable text in middle level education and adolescent development courses. > key readings on the theory and practice of middle level education provide a thorough, balanced overview of the field > chapter themes tackle traditional and critical stances promoting opportunities to increase critical consciousness > section introductions end with a collection of Discussion Questions to make critical perspectives accessible for teacher educators and pre-service teachers > recommended readings appear at the end of each section to provide students with future reading and further study

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9780415950695

Table of Contents

Reviews

"""Designed to challenge and reframe the basic assumptions about youth development and public education, the collection will support current and prospective teachers and school administrators in their efforts to imagine and create libratory possibilities for youth.""--Adolescence, Vol 41 No 161, Spring 2006"

Designed to challenge and reframe the basic assumptions about youth development and public education, the collection will support current and prospective teachers and school administrators in their efforts to imagine and create libratory possibilities for youth. --Adolescence, Vol 41 No 161, Spring 2006

Author Information

Enora R. Brown is Brown is Associate Professor of Educational Policy Studies and Research at DePaul University in Chicago Her current work in human development and education examines the theories and assumptions that undergird traditional psychology and constructions of youth identities. Kenneth J. Saltman is Assistant Professor, Department of Educational Policy at DePaul University in Chicago and the author most recently of The Edison Schools: Corporate Schooling andthe Assault on Public Schools (Routledge 2005) and co-editor of Education as Enforcement: The Militarizationand Corporatization of Schools (Routledge 2003).

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