"Change Matters," written by leading scholars committed to social justice in English education, provides researchers, university instructors, and preservice and inservice teachers with a framework that pivots social justice toward policy. The chapters in this volume detail rationales about generating social justice theory in what Freire calls "the…

Questions how academia can continue to engage in knowledge production without producing and legitimating dominant discourses. Maintains that academia must accept that individuals live in a time of multiple perspectives, an absence of embracing consensus, and the deconstruction of any absolute or foundational principles of truth. (MJP)

This paper provides a critical review essay of Ajay Sharma's "Portrait of a science teacher as a bricoleur: A case study from India." The main focus is two fold. First, arguments are presented to draw attention to how little advances in science teaching and science learning research have impacted teachers' practice and student…

In this response to commentaries by Ali Sammel, Jhumki Basu and Alberto Rodriguez, I present my perspective on three important issues raised by the commentators. These issues relate to the role of a researcher in her field settings and society, the critique of science and science education as oppressive dominant discourses, and co-opting…

Presents a historical overview of the social and educational theories popular in 19th-century Russia. Educators and reformers constantly argued over the contradictory efforts to raise educational standards without threatening the status quo. Identifies preeminent educational movements and their leading adherents. (MJP)

Conceptualizes a new vision of multicultural education going beyond the piecemeal inclusion of previously underrepresented cultures. Global humanities emphasizes the interactivity and interdependence inherent in cross-cultural interrelationships. Briefly discusses the scholarship of Janet Abu-Lughod and its antecedents. (MJP)

Utilizes critical reaction to the book, "A Philosophy of Music Education," as a framing device to discuss feminist theory and music education philosophy. Maintains that critical criteria drawn from a specific political agenda, and applied to apolitical subjects, accomplishes little more than politicized rhetoric. (MJP)