Getting to Where We Meant to Be: Working Toward the Educational World We Imagine/d

Getting to Where We Meant to Be: Working Toward the Educational World We Imagine/d

by Patricia H. Hinchey, Pamela J. Konkol

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Overview



A 2018 AESA Critic's Choice Award Winner
A 2019 SPE Outstanding Book Award Winner



How is it
, this text asks, that given such good intentions among education professionals, things in schools can go so very wrong?

The problem, Hinchey and Konkol posit, is that unspoken and misleading assumptions result in choices, decisions and policies with disastrous consequences for kids. They tease out those assumptions on the key issues of school goals, curriculum, education for citizenship, discipline, and school reform, inviting readers to think again, to question the taken-for-granted, in the hope of better aligning intentions and outcomes.

This book is the perfect text for both undergraduate and graduate classrooms devoted to the study of public education. Questions at the end of each chapter point to ways for preservice and inservice teachers, as well as administrators and other education personnel, to advance their thinking about choices in their own contexts. In addition, suggested readings, websites and videos offer more food for thought.


















Perfect for courses such as: Social Foundations of Education, Political and Social Foundations of Education, Foundations of American Education, Policy Issues in American
Education, Political Issues in American Education, Educational Policy Studies, Foundations of Education, Foundations of Education Policy, Intro to Curriculum
Issues/Policy, American Education Policy and Reform, Introduction to American
Education, Introduction to Education Theory and Policy, Contemporary Issues in
American Education.

Product Details

ISBN-13: 9781975500016
Publisher: Myers Education Press
Publication date: 10/31/2017
Pages: 220
Product dimensions: 6.00(w) x 9.00(h) x (d)

About the Author

Patricia H. Hinchey is Professor Emerita of Education at Penn State, where she taught a wide variety of undergraduate and graduate courses and frequently conducted professional development workshops for both K-12 and higher education educators. She is also a Fellow with the National Education Policy Center at the University of Colorado, Boulder. She is author or co-author of six texts, editor or co-editor of several more, and she has also published numerous journal articles.

Pamela J. Konkol is a professor of educational foundations, social policy, and research and the founding director of the Center for Policy Studies and Social Justice at Concordia University Chicago. She currently serves as an Executive Officer for the American Educational Studies Association. She holds a PhD in Policy Studies in Urban Education and an MEd in Curriculum Studies from the University of Illinois at Chicago, and a BS in Communication/Cultural Studies and Women’s Studies from Northwestern University.

Table of Contents

A Message from the Publisher

Preface

1. “You Have Arrived at Your Destination.” Oh, Really?
The Many Ways We Lose Our Way
The Many Ways We Lose Our Way in Schools
Where Do You Want to Go . . . and How Will You Get There?
Things to Think About
Things to Explore
Notes

2. What Are Schools for, Anyway?
Assumptions about the Goals of Public Schools
Frameworks for Goal Setting
Choices for Educators
Things to Think About
Things to Explore
Notes

3. Whither and Whence Curriculum?
Assumptions about Curriculum
Frameworks for Curriculum
Choices for Educators
Things to Think About
Things to Explore
Notes

4. What Does It Mean to Educate for Citizenship?
Assumptions about Educating for Citizenship
Frameworks for Citizenship Education
Choices for Educators
Things to Think About
Things to Explore
Notes

5. How Much Control Does a (Student) Body Need?
Assumptions about Control in Schools
Frameworks for Disciplinary Policies
Choices for Educators
Things to Think About
Things to Explore
Notes

6. Reform? By Whom and for What?
Assumptions about Reform
Frameworks for Reform
Choices for Educators
Things to Think About
Things to Explore
Notes

7. The Way Forward . . .
This book invites readers to think deeply about their own intentions and to consider whether their actions are leading toward or away from their original goals—and to follow up with action. Those who feel encouraged because they seem to be on the right path might consider trying to persuade others to come along. Those who feel the need for a course correction might consider possible changes. No matter any individual’s specifically intended destination, no step in the right direction is too small to be worth the effort.
Notes

Index

What People are Saying About This

"Education is plagued with good intentions gone awry, particularly when the follow-through is framed by commonsensical assumptions that lack a sound research basis. Hinchey and Konkol paint a compelling and nuanced picture of exactly how this is happening in many core areas of schooling, and then offer concrete tools for reframing and reimagining. In this moment when too many so-called reforms are taking advantage of seductive rhetoric, educators and policy makers alike who are fortunate enough to pick up this book will find themselves at once enraptured, unsettled, and more hopeful."

Kevin Kumashiro

"Education is plagued with good intentions gone awry, particularly when the follow-through is framed by commonsensical assumptions that lack a sound research basis. Hinchey and Konkol paint a compelling and nuanced picture of exactly how this is happening in many core areas of schooling, and then offer concrete tools for reframing and reimagining. In this moment when too many so-called reforms are taking advantage of seductive rhetoric, educators and policy makers alike who are fortunate enough to pick up this book will find themselves at once enraptured, unsettled, and more hopeful."

Brian D. Schultz

“In this provocative and compelling book, Pat Hinchey and Pamela Konkol challenge us to rethink assumptions about teaching, learning, and curriculum. Their powerful text details assumptions currently dominating neoliberal education reform as well as alternative perspectives, illuminating complexities in critical issues that often go unexamined. Those who care about public education and the imperative of its deep potential need to read, contemplate, and take purposeful action prompted in Getting to Where We Meant to Be.”

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