Critical Theory and Educational Research

Peter L. McLaren is Professor at the Graduate School of Education at the University of California, Los Angeles. James M. Giarelli is Professor at the Graduate School of Education at Rutgers University.

• ForewordYvonna S. Lincoln ForewordThomas Popkewitz Introduction: Critical Theory and Educational ResearchPeter L. McLaren and James M. Giarelli 1. Language, Difference, and Curriculum Theory: Beyond the Politics of ClarityHenry A. Giroux 2. Michael Foucault and the Discourse of EducationDavid M. Jones and Stephen J. Ball 3. Forms of Ideology-Critique: A Pedagogical Perspective Nicholas C. Burbules 4. Meet Me behind the Curtain: The Struggle for a Critical Postmodern Action ResearchJoe Kincheloe 5. Some Notes on Power, Agenda, and Voice: A Researcher's Personal Evolution toward Critical Collaborative ResearchMargaret D. LeCompte 6. Ethnography and the Politics of AbsenceRonald G. Sultana 7. Remembering and Representing Life Choices: A Critical Perspective on Teachers' Oral History NarrativesKathleen Weiler 8. Feminist Educational Research and the Issue of Critical SufficiencyLynda Stone 9. The Discourse of the Urban School and the Formation of a Therapeutic ComplexDavid M. Jones 10. Pragmatic Binary Oppositions and Intersubjectivity in an Illegally Occupied SchoolPhil Carspecken 11. Constructing the "Other": Discursive Renditions of White Working-Class Males in High SchoolLois Weis 12. Reflections of a Critical Theorist in the Soviet Union: Paradoxes and Possibilities in Uncertain TimesWendy Kohli 13. Participatory Action Research and Popular Education in Latin AmericaCarols Alberto Torres 14. We Can Reinvent the WorldPaulo Freire and Moacir Gadotti 15. Collisions with Otherness: "Traveling" Theory, Postcolonial Criticism, and the Politics of Ethnographic Practice—The Mission of the Wounded EthnographerPeter L. McLaren Afterword: Some Reflections on 'Empowerment'Colin Lankshear Contributors Name Index Subject Index

"These essays suggest, indeed insist, that we rediscover, even reinvent, our self-images as researchers, our practices of research, and our ideas of the aims of inquiry. They present models, ideas, examples, and theories to prod that reflexivity, but have no interest in offering the false solace of method. Where emancipation is the interest, all methods give way to dialogue. These essays stand on the hope, the basic belief, that such dialogue is possible and invite your participation." — from the Introduction by Peter L. McLaren and James M. Giarelli