Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities

This book brings together essays by leading political, legal, and educational theorists to re-examine the requirements of citizenship education in liberal-democratic societies. The chapters in the book evaluate demands by minority groups for cultural recognition through education, and also examine arguments for and against citizenship education as a means of fostering a shared national identity.

Politics & Social Sciences

Kevin McDonough

Walter Feinberg

Philosophy

Oxford University Press

For Goodness Sake: Religious Schools and Education for Democratic Citizenry

Routledge

School and Society, Fourth Edition uses realistic case studies, dialogues, and open-ended questions designed to stimulate thinking about problems related to school and society, including curriculum reform, social justice, and competing forms of research. Written in a style that speaks directly to today's educator, this book tackles such crucial questions as: Do schools socialize students to become productive workers? Does schooling reproduce social class and pass on ethnic and gender biases? Can a teacher avoid passing on dominant social and cultural values? hat besides subjects do students really learn in schools?

School and Society (Thinking about education series)

Jonas F. Soltis

Social Sciences

Teachers' College Press

In the revised and expanded second edition of "Schools and Society", authors Walter Feinberg and Jonas F. Soltis invite teachers and administrators to develop their ability to question basic aspects of the relation between school and society and to understand different approaches to educational research. They suggest that unless educators understand how social, economic, and political forces influence what happens in schools and what researchers investigate, they will not be empowered to assume responsibility for educational reform. Three major theoretical frameworks are presented as starting points for exploration: functionalism - posits that the schools' primary function is to socialize students so that they conform to the norms and practices of society; conflict theory - asserts that the schools are supported and used by those in power to preserve inequitable class relations; and interpretist approach - suggests that the purposes of individual actors and the social meanings they share with others determine how a social situation is interpreted and understood. As in other volumes in the "Thinking about Education Series", a final "Cases and Disputes" chapter provides realistic case studies, dialogues, and open-ended questions designed to stimulate thinking about the issues embedded in current school- and society-related problems, including curriculum reform, social justice, and competing forms of research.

School and Society (Thinking About Education Series)

Teachers College Pr

In this defence of affirmative action, Walter Feinberg moves the debate beyond the inadequate framework of economic issues to develop a theory of affirmative action that allows for a more refined understanding of its uses and misuses. He shows that affirmative action has three morally defensible goals. First, it seeks to correct systematic ruptures in the exercise of the principle of equal opportunity. Second, it seeks to advance the standing of groups whose members have been discriminated against because of certain ascribed characteristics such as sex or skin colour. Third, it attempts to address a historical debt.

On Higher Ground: Education and the Case for Affirmative Action

Education & Teaching

Schools & Teaching

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Books by Walter Feinberg