Can education change society? [Book review]

Riddle, Stewart (2013) Can education change society? [Book review]. Discourse: Studies in the Cultural Politics of Education, 35 (2). pp. 1-3. ISSN 0159-6306

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Abstract

Michael Apple's latest offering, Can education change society? is a deeply personal and political contribution to a rich canon of critical education scholarship and activism. It seems like a relatively straightforward question to ask whether education can change society, yet Apple quickly and deftly shows just how complex and unanswerable it can become. Acknowledging that answers are often partial, flawed, contradictory and temporary, places Apple in the intriguing position of being able to explore the nuances of radically progressive education without tying himself up in attempting to provide some definitive, containable answer. The journey as he attempts to address the leading question provides a number of situated, critical and creative responses to the practical issues of what educators can do to effect change that works towards inclusive and socially just ways of being for all people.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 08 Aug 2013 05:17
Last Modified: 07 Feb 2018 04:32
Uncontrolled Keywords: critical education; progressive education; Freire
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160805 Social Change
19 Studies in Creative Arts and Writing > 1903 Journalism and Professional Writing > 190302 Professional Writing
22 Philosophy and Religious Studies > 2202 History and Philosophy of Specific Fields > 220202 History and Philosophy of Education
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: 10.1080/01596306.2013.810954
URI: http://eprints.usq.edu.au/id/eprint/23834

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