Toward a New Common School Movement

Noah De Lissovoy is Assistant Professor of Cultural Studies in Education at the University of Texas Austin. He is the author of Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy, which won the Critics Choice Award from the American Educational Studies Association.Alexander J. Means is Assistant Professor in the Department of Social and Psychological Foundations of Education at SUNY Buffalo State College. He is the author of Schooling in the Age of Austerity: Urban Education and the Struggle for Democratic Life.Kenneth J. Saltman teaches at the University of Massachusetts at Dartmouth. He is the author most recently of The Gift of Education: Venture Philanthropy and Public Education (Palgrave Macmillan 2010), which was awarded a 2011 American Educational Studies Critics Choice Book Award, The Failure of Corporate School Reform (Paradigm Publishers 2012),Capitalizing on Disaster: Taking and Breaking Public Schools (Paradigm Publishers 2007), which was awarded a 2008 American Educational Studies Critics Choice Book Award, and The Edison Schools (Routledge 2005). His recent edited collections include Education as Enforcement: the Militarization and Corporatization of Schools 2nd Edition, with David Gabbard (Routledge 2010), Schooling and the Politics of Disaster (Routledge 2007), and The Critical Middle School Reader, with Enora Brown (Routledge 2005). He received a Fulbright Scholarship in 2006 on Globalization and Culture and is a fellow of the National Education Policy Center.

• Introduction 1. Beyond the Failure of Neoliberal Schooling 2. From the Commons to the Common 3. A Brief History of Educational Conflict 4. The Dual Crisis of Neoliberalism and Progressive Education 5. Commoning Public Schooling6. Toward a Pedagogy in Common7. Globalization, the Common, and Curriculum8. Steps Forward: Organization and ActionCoda: Common Movements

"The authors argue that curriculum standardization, high-stakes testing, tight control of teacher actions, and privatization through promoting charter schools and for-profit education institutions devalues genuine education, the central activity necessary for a stable democracy, while not providing either the social or pedagogic benefits claimed by its advocates...Summing Up: Recommended. General readers, upper-division undergraduate students, and above." —CHOICE