CONTACT THE PUBLISHER: Email | Skype | Facebook | Twitter
CART: $0   VIEW CART | CHECK OUT
HOME      NEW & FORTHCOMING      ONLINE CATALOG      ABOUT IAP      CONTACT      AUTHORS & EDITORS

IAP BOOK SERIES


Education Policy in Practice: Critical Cultural Studies


For our purposes policy refers to formal strategic decision-making processes engaged in by the governing and it refers to the more quotidian practice of problem definition and strategy making (explicit or tacit, viable or not) for a problem's resolution. Because of this first definition, some see education policy research as the specialized province of political scientists and economists, or education researchers with 'policy training'. While acknowledging the prospect of useful scholarship from such vantage points, this series' reason for being is to highlight the advantages that an in situ, often ethnographic perspective can lend to the understanding of education policy formation and implementation while paying attention to intersectionalities between race, gender, class, power, and other important variables that affect educational policy, practice, and praxis.

Contributors recognize that, through policy, individuals and communities are categorized and assigned particular statuses and roles in different social, political, and power contexts. Yet contributors also recognize the play of agency-that those assigned to a category can contest both their placement in that category and what the category itself means. As such, this series interrogates holistic abstract categories (like what it means to be educated), as well as more specific labels and identities, like English language learner, immigrant, third grader, or 'at-risk' student. The series is directed to the 'intelligent lay reader' concerned with education, as well as to education researchers, anthropologists, sociologists, and other scholars of policy implementation processes. Titles in the series were first vetted through a peer review process.

Founding Editors: Bradley A. U. Levinson and Margaret Sutton, Indiana University

Editorial Board: Antwi Akom, San Francisco State University; USA. Dennis Beach, Goteburg University, Sweden. Bryan Brayboy, Arizona State University & University of Alaska-Fairbanks; USA. Kevin Foster, University of Texas-Austin. Francesca Gobbo, Università di Torino, Italy. Teresa McCarty, Arizona State University; USA. Mica Pollock, Harvard University; USA. Rachel Reynolds, Drexel University; USA. Kwesi Kwaa Prah, Centre for Advanced Studies of African Society, South Africa. Tom Stritikus, University of Washington, USA. Susan Wright, University of Aarhus, Denmark. Carol Camp Yeakey, Washington University in St. Louis, USA. Víctor Zúñiga, Universidad de Monterrey, Mexico


Advancing Democracy Through Education?

U.S. Influence Abroad and Domestic Practices
Edited by Doyle Stevick, University of South Carolina and Bradley A. U. Levinson, Indiana University

Challenging the System?

A Dramatic Tale of Neoliberal Reform in an Australian High School
By Martin Forsey, University of Western Australia

Civil Sociality

Children, Sport, and Cultural Policy in Denmark
By Sally Anderson, University of Arhus

Civil Society or Shadow State?

State/NGO Relations in Education
By Margaret Sutton, Indiana University and Robert F. Arnove, Indiana University

Educated for Change?

Muslim Refugee Women in the West
By Patricia Buck, Bates College and Matawi, Inc. and Rachel Silver, Matawi, Inc.

Hopes in Friction

Schooling, Health and Everyday Life in Uganda
By Lotte Meinert, Aarhus University

Placing Practitioner Knowledge at the Center of Teacher Education

Rethinking the Policies and Practices of the Education Doctorate
Edited by Margaret Macintyre Latta, University of Nebraska-Lincoln and Susan Wunder, University of Nebraska-Lincoln

Schooled for the Future?

Educational Policy and Everyday Life among Urban Squatters in Nepal
Edited by Karen Valentin, The Danish University of Education

Tend the Olive, Water the Vine

Globalization and the Negotiation of Early Childhood in Palestine
Edited by Rachel Christina

War or Common Cause?

A Critical Ethnography of Language Education Policy, Race, and Cultural Citizenship
By Kimberly Anderson