International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2015, Vol. 11(1) 6-27

Hope, Rage and Inequality: A Critical Humanist Inclusive Education

Kevin Magill, & Arturo Rodriguez

pp. 6 - 27   |  Manu. Number: ijpe.2015.022

Published online: February 15, 2015  |   Number of Views: 0  |  Number of Download: 30


Abstract

In this paper we examine challenges faced by students of color in an intervention program [Opportunity] in a socially stratified community on California’s Central Coast. The purpose of this paper is to name and discuss the problems students face: lack of support from the teaching community, the school staff and the administration of the parent district. We further identify challenges experienced by students and their teachers while highlighting strengths and weaknesses of educational programs and their reciprocal effects on participants. Finally, we seek to share a narrative overview of a teacher’s experience in creating the conditions for an inclusive education.

Keywords: critical pedagogy, inclusive education, social justice, neoliberalism, critical ethnography


How to Cite this Article?

APA 6th edition
Magill, K. & Rodriguez, A. (2015). Hope, Rage and Inequality: A Critical Humanist Inclusive Education . International Journal of Progressive Education, 11(1), 6-27.

Harvard
Magill, K. and Rodriguez, A. (2015). Hope, Rage and Inequality: A Critical Humanist Inclusive Education . International Journal of Progressive Education, 11(1), pp. 6-27.

Chicago 16th edition
Magill, Kevin and Arturo Rodriguez (2015). "Hope, Rage and Inequality: A Critical Humanist Inclusive Education ". International Journal of Progressive Education 11 (1):6-27.

References
  1. Abercrombie, N., Hill, S., & Turner, B. S. (1980). The dominant ideology thesis. London: Allen & Unwin. [Google Scholar]
  2. Allen, B. J., Broome, B. J., Jones, T. S., Chen, V., & Collier, M. J. (2003). Intercultural alliances: A cyberdialogue among scholar-practitioners. Intercultural alliances: Critical transformation, 249-319. [Google Scholar]
  3. Apple, M. (2000), Ideology and Curriculum. New York: SUNY Press. [Google Scholar]
  4. Apple, M. (1993). Official knowledge: Democratic education in a conservative age. New York: Routledge. [Google Scholar]
  5. Apple, M. W., & King, N. R. (1977). What do schools teach?. Curriculum Inquiry, 6(4), 341-358. [Google Scholar]
  6. Arendt, H. (2006). The Crisis in Education Between Past and Future. London: Penguin. [Google Scholar]
  7. Arendt, H. & Canovan, M. (1998). The human condition. Chicago: University of Chicago Press. [Google Scholar]
  8. Au, W. (2009). Unequal by design: high-stakes testing and the standardization of inequality. New York: Routledge. [Google Scholar]
  9. Barib, S., Thomas, M., Dodge, T., Squire, K., Newell, M. (2004). Critical Design Ethnography: Designing for Change. Anthropology & Education Quarterly. 35(2), pp. 254- 268. [Google Scholar]
  10. Bell, D. A. (1992). Faces at the bottom of the well: The permanence of racism. New York: Basic Books. [Google Scholar]
  11. Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Rev. ed.). Lanham, Md.: Rowman & Littlefield. [Google Scholar]
  12. Bourdieu, P. (1998). Act of resistance: Against the tyranny of the market. New York: The New Press. Brodkey, L. (1987). Writing Critical Ethnographic Narratives. Anthropology and Education Quarterly, 18, 2, 67-76. [Google Scholar]
  13. Collier, M. (2003). Intercultural alliances: Critical transformation. Thousand Oaks: Sage Publications. [Google Scholar]
  14. Comaroff, J., & Comaroff, J. L. (1999). Occult economies and the violence of abstraction: notes from the South African postcolony. American ethnologist, 26(2), 279-303. [Google Scholar]
  15. Cornbleth, C. (1984). Beyond hidden curriculum?. Curriculum Studies, 16(1), 29-36. [Google Scholar]
  16. Chomsky, N., & Barsamian, D. (1998). The common good. Monroe, ME: Odonian Press. [Google Scholar]
  17. De Lissovoy, N. (2010). Rethinking education and emancipation: Being, teaching, and power. Harvard Educational Review, 80(2), 203. [Google Scholar]
  18. Delpit, L. (2006). Other people's children: Cultural conflict in the classroom. New York: New Press. Dewey, J. (1997). Experience and education. New York: Simon & Schuster. [Google Scholar]
  19. Dunayevskaya, R. (1958). Marxism and freedom: From 1776 until today. New York: Bookman Associates. [Google Scholar]
  20. Dunayevskaya, R. (1981). The Raya Dunayevskaya Collection: Marxist-humanism, 1941 to Today: Its Origin and Development in the US. Wayne State University Archives of Labor History and Urban Affairs. [Google Scholar]
  21. Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181-194. [Google Scholar]
  22. Eryaman, M. Y. (2006). Traveling beyond dangerous private and universal discourses: Radioactivity of radical hermeneutics and objectivism in educational research. Qualitative Inquiry, 12(6), 1198-1219. [Google Scholar]
  23. Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107. [Google Scholar]
  24. Freire, P. (2000). Pedagogy of the oppressed. Continuum Intl Pub Group. Foucault, M. & Gordon, C. (1980). Power/knowledge. New York:Pantheon Books. Fromm, E. (1990). The sane society. New York: H. Holt. [Google Scholar]
  25. Gadotti, M. (1996). Pedagogy of praxis: a dialectical philosophy of education. New York: SUNY Press. [Google Scholar]
  26. Gay, G. (2010). Culturally responsive teaching: Theory research and practice. New York: Teachers College Press. [Google Scholar]
  27. Gee, J. (2013). The anti-education era: creating smarter students through digital learning. New York: Palgrave Macmillan. [Google Scholar]
  28. Giroux, H. A. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and critical/cultural studies, 1(1), 59-79. [Google Scholar]
  29. Giroux, H. & Purpel, D. (1983). The Hidden Curriculum and Moral Education. Berkeley, CA: McCutchan. [Google Scholar]
  30. González, N., Moll, L. & Amanti, C. (2005). Funds of knowledge: theorizing practice in households, communities, and classrooms. Mahwah, NJ: L. Erlbaum Associates. [Google Scholar]
  31. Gramsci, A., Hoare, Q. & Smith, G. (1972). Selections from the prison notebooks of Antonio Gramsci. New York: International Publishers. [Google Scholar]
  32. Hardt, M. & Negri, A. (2000). Empire. Cambridge, Mass: Harvard University Press. Harrington, M. (1997). The other America: poverty in the United States. New York: Simon & Schuster. [Google Scholar]
  33. Hill, D. (2012). Immiseration Capitalism, Activism and Education: Resistance, Revolt and Revenge. Journal for Critical Education Policy Studies. 10(2). [Google Scholar]
  34. hooks, b. (2001). All about love: new visions. New York: Perennial. [Google Scholar]
  35. Hudis, P. (2012). Marx's concept of the alternative to capitalism. Leiden: Brill. [Google Scholar]
  36. Hursh, D. (2007). Assessing No Child Left Behind and the rise of neoliberal education policies. American Educational Research Journal, 44(3), 493-518. [Google Scholar]
  37. Kincheloe, J. (2005). Critical constructivism primer. New York: Peter Lang. [Google Scholar]
  38. Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York: Crown. [Google Scholar]
  39. Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12. [Google Scholar]
  40. Lesko, N. (2012). Act your age!: a cultural construction of adolescence. New York: Routledge. Magill, K. & Rodriguez, A. (Forthcoming). A Critical Humanist Curriculum. Journal for Critical Education Policy Studies. [Google Scholar]
  41. Marcuse, H. (1991). One-dimensional man: studies in the ideology of advanced industrial society. Boston: Beacon Press. [Google Scholar]
  42. Marcuse, H. (1989). Philosophy and Critical Theory. In S. E. Bronner & D. M. Kellner (Eds.), Critical Theory and Society: A Reader (pp. 58-76). London: Routledge. [Google Scholar]
  43. Martin, J. R. (1999). Women, Schools, and Cultural Wealth. In Titone, Connie and Maloney, Karen E. (Eds.), Women's Philosophy of Education: Thinking Through our Mothers (149-177).. Upper Saddle River, New Jersey: Merrill. [Google Scholar]
  44. Marx, K. (2011). Economic and philosophic manuscripts of 1844. Blacksburg, VA: Wilder Publications. [Google Scholar]
  45. Michie, G. (2009). Holler if you hear me: the education of a teacher and his students. New York: Teachers College. [Google Scholar]
  46. McLaren, P. (1989). Life in Schools. New York: Longman. [Google Scholar]
  47. McLaren, P. (2006). Rage + hope: interviews with Peter McLaren on war, imperialism, + critical pedagogy. New York: Lang. [Google Scholar]
  48. McNeil, L. (2000). Contradictions of school reform: Educational costs of standardized testing. Routledge: New York. [Google Scholar]
  49. Milner, H. R. (2010). Start where you are, but don't stay there, understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge: Harvard Education Press. No Child Left Behind Act of 2001, 20 U.S.C., 603 (2002). [Google Scholar]
  50. Ollman, B. (1971). Alienation: Marx's conception of man in capitalist society. Cambridge, U.K: University Press. [Google Scholar]
  51. Pillow, W. (2004). Unfit subjects: educational policy and the teen mother. New York: Routledge Falmer. [Google Scholar]
  52. Popkewitz, T. S. (1997). A changing terrain of knowledge and power: A social epistemology of educational research. Educational Researcher, 26(9), 18-29. [Google Scholar]
  53. Quijada Cerecer, D. A. (2010). ‘A white guy who doesn’t get it, or does he?’: a multilayered analysis of one activist’s effort to build coalitions across race. Race Ethnicity and Education, 13(2), 173-190. [Google Scholar]
  54. Rodriguez, A. & Smith, M. D., (2011). Reimagining Freirean Pedagogy: Senero for Teacher Education. Journal for Critical Education Policy Studies. 9(2). [Google Scholar]
  55. San Juan, E. (2003). Marxism and the race/class problematic: A re-articulation. Cultural Logic (e- journal) http://eserver. org/clogic/2003/sanjuan.html. [Google Scholar]
  56. Solorzano, D. Miguel C. & Yosso, T. (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. The Journal of Negro Education 69(4): 60–73. [Google Scholar]
  57. Sorrells, K. (2003). Embodied negotiation: Commodification and cultural representation in the US Southwest. Intercultural alliances: Critical transformation, 17-47. [Google Scholar]
  58. Smith-Maddox, R. & Solorzano, D. (2002). Using Critical Race Theory, Freire Problem Posing Method, and Case Study Research to Confront Race and Racism in Education. Qualitative Inquiry, 8, 66-84. [Google Scholar]
  59. Valencia, R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. , New York: Routledge. [Google Scholar]
  60. Valenzuela, A. (1999). Subtractive schooling: US Mexican youth and the politics of caring. Albany, NY: SUNY Press. [Google Scholar]
  61. West, C. (2004). Democracy matters, winning the fight against imperialism. New York: Penguin. Žižek, S. (1989). The Sublime Object of Ideology. New York: Verso. [Google Scholar]