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Type of bind: Paperback
Dewey Decimal Number: 371.010973
EAN num: 9780072982008
ISBN number: 0072982004
Label: McGraw-Hill Humanities/Social Sciences/Languages
Manufacturer: McGraw-Hill Humanities/Social Sciences/Languages
Quantity: 1
Page Count: 576
Printing Date: May 22, 2006
Publishing house: McGraw-Hill Humanities/Social Sciences/Languages
Sale Popularity Level: 114843
Studio: McGraw-Hill Humanities/Social Sciences/Languages
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In 1998, the very first edition of Teaching To Change The World broke new ground in teacher education by positioning the foundations and practices of American schooling in the context of the struggle for social justice, democratic communities, and a better world. Indeed, 'teaching to change the world� has become more than a book title; for thousands of individuals and for entire teacher education programs it is an everyday expression that embodies rigorous preparation and the highest professional aspirations for becoming a teacher.
. Author Jeannie Oakes was the founding director of UCLA�s Center X--the institutional home of the university�s teacher education program--a program based on the research and principles that Teaching To Change The World represents. Oakes draws from her distinguished research career as a sociologist of education to integrate the components of educational foundations into a thematic and ideological whole. The result is a sustainable theory of education that positions new teachers to be highly competent in the classroom, lifelong education reformers, and education leaders and partners with students and families. Co-author Martin Lipton brings to this book 31 years of classroom experience and a parallel career as education writer and consultant. His photographs of the book�s featured teachers and their students reveal that social justice classrooms are both ordinary and inspired.
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Rated by buyers 
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I bought this book for a class ... because I had to. Boy am I glad that I "had to". It is a wonderful book and one that every future teacher should read. It's an easy read, with tons of information that anyone going in to teaching should know to teach in America's culturally diverse society. I highly reccommend it.
Rated by buyers 
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The sad thing is, this facile relativism is being perpetrated on a new generation of teachers who, I fear, will think it is the last word intellectually. Throughout this book there is the smug certainty that the postmodernists have advanced beyond silly mistakes, like believing in truth, that afflicted the poor benighted thinkers of the past. The writers set up false dichotomies and straw men, such as the naive view that if one thinks that a text has a meaning to be discovered in it, then one must think that that meaning must be precisely what the author intended (1999 ed., p. 130). Throughout all of this there are some good insights, such as that "the tension of 'not knowing'" is "a productive and necessary element of learning" (p. 71). But many of these ideas owe to Piaget or the constructivism of Jerome Bruner, and there is no need to lump such ideas together with the authors' "postmodernist" doctrine. While the authors pursue their agenda of "social justice," and their readers hop on the bandwagon, are our children in fact getting a well-rounded, intellectually rich education?
Rated by buyers 
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This book does take a pretty biased view of teaching, but it warns you of this upfront. Teaching is inherently political and this book doesn't try to feign some mythical objectivity.
If you want to teach with traditional, back-to-basics methods, then read this book to at least see the other side. Use it to develop your own disagreement. If you want to teach in a way that encourages students to create knowledge and think critically, read this book to understand how this is even possible, but also go find another book which takes the opposite perspective so you can fully develop your own understanding of teaching.
Its true, you have to take much of this book with a grain of salt. But the fact is that there is no "center" to the politics of teaching, and there is no fair and balanced way to present any political agenda. The choice to teach in a traditional manner is a political choice as well.
What this book lacks is a deeper description of traditionalist/conservative motives in the educational arena. Too often it glosses over the desires of traditionalist motivation and insituates consipiracy theory about the true goal of such groups' agendas.
However, if you keep all this in mind as you read it, you'll learn some rather fascinating things.
Rated by buyers -
This book is very upfront with its goals. It advocates the examination of every aspect of schooling in an endeavor to overhaul the system to maximize the effectiveness of learning.
Such an examination has at its core three questions. As they were expressed by the professor of the course for which I read this book, they are "What knowledge?, Why that knowledge?, And who benefits from passing on that knowledge?" It is obvious, even from the title, that the authors don't believe that the benefits of traditional education practices are widespread. Indeed, they advocate a progressivist philosophy with a particular emphasis on multicultural education.
I'm not sure how this really affects my opinion of the book. While I do tend to believe in a fairly student-centered approach to teaching, and I do appreciate the need for greater cultural awareness in this increasingly globalized world, the tone of the book seems a little too forceful for my tastes, neglecting the fact that many Americans work from a basis of the western culture they grew up in, and insulting that culture, which this book borders on doing at times, is not a good way to convert people to your side.
What I did like about this book is the completeness of its history, as it details events that are both notable and not so notable that have had impact on the development of educational theory and educational politics, even if the impact isn't so obvious. And even if the tone does bother me at times, I must admit that the numerous examples of young teachers trying to implement the favored philosophies are quite convincing, maybe even more so than the rest of the text.
So, in short, I find the book a strange mixed bag of philosophies I largely agree with presented in a way that inconsistently works to advance the adoption of them.
Rated by buyers 
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"It is neither honest nor objective to describe popular teaching practices in a neutral manner if they do not stand up to the standards of social justice or education research. We do not believe that the world is a neutral place or that teaching is a neutral profession." Introduction to Teaching, etc.
Be forwarned that this is not a textbook that even tries to be objective about the history of teaching and learning. It is vehemently anti-traditionalist, and glowingly pro-constructivist.
For traditionalists or people looking for a balanced view of the history of American schooling, this work rates 1 star.
For constructivists or marxists this would be a 5 star.
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