Rightist multiculturalism : core lessons on neoconservative school reform
著者
書誌事項
Rightist multiculturalism : core lessons on neoconservative school reform
（Critical social thought / series editor, Michael W. Apple）
Routledge, 2008
- : hbk
- : pbk
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注記
Includes bibliographical references (p. 191-211) and index
内容説明・目次
内容説明
For nearly two decades, E. D. Hirsch's book Cultural Literacy has provoked debate over whose knowledge should be taught in schools, embodying the culture wars in education. Initially developed to mediate against the multicultural "threat," his educational vision inspired the Core Knowledge curriculum, which has garnered wide support from an array of communities, including traditionally marginalized groups. In this groundbreaking book, Kristen Buras provides the first detailed, critical examination of the Core Knowledge movement and explores the history and cultural politics underlying neoconservative initiatives in education.
Ultimately, Rightist Multiculturalism does more than assess the limitations and possibilities of Core Knowledge. It illuminates why troubling educational reforms initiated by neoconservatives have acquired grassroots allegiance despite criticism that their vision is culturally elitist. More importantly, Buras argues understanding that neoconservative school reform itself has become a multicultural affair is the first step toward fighting an alternative war of position-that is, reclaiming multiculturalism as a radically transformative project.
目次
Introduction: Rightist Multiculturalism as the New Hegemony
1. Historicizing Core Knowledge: Neoconservatism, Cultural Deficiency and the Civil Rights Frontier
2. Questioning Core Assumptions: A Critical Reading of E.D. Hirsch's Educational Vision
3. Tracing the Core Knowledge Movement
4. The Disuniting of America's History: Core Knowledge and the National Past
5. Core Lessons on Neoconservative School Reform.
Appendix A: Methodologies: Getting to the Core of the Matter.
Appendix B: Correspondence on the Politics of Antonio Gramsci from Harvard Educational Review
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