By William B. Stanley
This booklet examines the connection among modern sorts of severe concept and social reconstructionism, as they relate and give a contribution to the development of a thorough thought of schooling. It illustrates some of the power concerns, difficulties, and pursuits of radical academic reform, together with the significance of constructing a language of probability, utopian inspiration, and the severe competence essential to demonstrate and deconstruct kinds of oppression. Stanley perceptively and obviously reexamines new demanding situations posed to numerous kinds of serious pedagogy (including reconstructionism) by way of the improvement of postmodern and poststructuralist idea, concentrating on the connections and continuities among them.
"Few students within the box of schooling have paid as shut realization to the present debates inside serious social thought as invoice Stanley. not just has he formulated a perceptive research of the evolutionary tendencies in continental social concept, severe pragmatism, feminist conception, and different views in modern severe notion, yet he has controlled to research how such views were challenged, debated, misunderstood, and selectively appropriated via academic theorists. whereas his clutch of the debates inside of academic conception and talent to tell apart the main crucial and pressing issues from the extra tangential is actually remarkable, it really is his skill to increase the research and situate it in new, dynamic ways in which marks the singular significance of this book." -- Henry A. Giroux and Peter L. McLaren
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Additional info for Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era (S U N Y Series, Teacher Empowerment and School Reform)
First, not every potential consumer of child care services can find available services. Second, the available care is often of poor quality. Therefore, economists do not define the market as being out of equilibrium, which is what "shortage" implies. Instead, these economists view the problem to be a lack of available funds to subsidize high quality care. Thus, consumers have the choice of dropping out of the labor force, which lowers the demand, or utilizing poor quality care, which too often is unlicensed (CCAC 1988, 3031).
Optimists find hope in the creation of a foundation from which to build future legislation; pessimists despair over the many compromises that were implemented and the constitutional issues that remain unresolved. The Child Care Act of 1990 evolved in a markedly American fashion of incremental steps and pragmatic political decisions. The new legislation responded to a social problem that had escalated so dramatically over the past twenty years that congressional action was inevitable. The care of children while parents work had become a major issue affecting a significant majority of families with children of preschool and school age.
Child care is not only problematic from the consumer side, but is a grave concern from the perspective of child care workers and providers. The majority of child care workers are women and their work is grossly undervalued in economic and social status terms. Ninety-seven percent of child care workers are women according to a national survey of 227 centers in five metropolitan areas (Child Care Employee Project 1989, 8). The implicit and explicit relationship between caregivers and parents may be seen in some contexts as exploitive and fallacious.
Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era (S U N Y Series, Teacher Empowerment and School Reform) by William B. Stanley