Education and Democratic Theory: Finding a Place for Community Participation in Public School Reform (SUNY series in Political Theory: Contemporary Issues) - Tapa dura

Críticas

"Fields and Feinberg ought to be praised for not glossing over the very sticky problems associated with bringing members of previously excluded segments of community into educational decision making." -- Library Journal

"This is an important story about an issue of deep concern to educators and citizens alike, told in a way that is vivid and compelling--the problem of public participation and the future of our public schools and democratic life. The authors include many elements of good story-telling: the creation of tension, the attention to character and detail, an understanding of the flow of narrative energy. Ed City is a case that will be referred to for a long time in the discussion of democratic school change." -- William Ayers, author of A Kind and Just Parent: The Children of Juvenile Court

..".a very comfortable and competent consideration of the potential for democratic governance of education using a particular case study. The calmness of the book is refreshing in contrast to many highly ideologically charged works that know all the answers before the study begins. This book is also unusually responsible in its unwillingness to pin blame on any single 'devil, ' instead considering the world as viewed by those in different positions interacting with one another." -- Eric Bredo, coeditor of Knowledge and Values in Social and Educational Research

Reseña del editor

In a study encompassing public education and democratic theory, Fields (political science, U. of Illinois-Urbana) and Feinberg (education, U. of Illinois-Champaign) report on an educational reform group's Project for Educational Democracy. They analyze the conceptions of democracy and education that underlay the project, and end their account just before it was implemented. Annotation c. Book News, Inc., Portland, OR (booknews.com)