Late to Class: Social Class and Schooling in the New Economy

CONTRIBUTORS

CONTRIBUTORS MICHAEL W. APPLE is John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison . He has written extensively on the relationship between education and power and has worked with researchers, governments, unions, and dissident groups throughout the world to democratize educational research , policy, and practice. Among his books are The State and the Politics of Knowledge, the twenty-fifth anniversary third edition of his classic Ideology and Curriculum, The Subaltern Speak, and the expanded second edition of Educating the “Right” Way: Markets, Standards, God, and Inequality. RICHARD BEACH is Professor of English Education at the University of Minnesota . He is the author of A Teacher’s Introduction to Reader Response Theories, and coauthor of Inquiry-based English Instruction: Engaging Students in Life and Literature, Teaching Literature to Adolescents, and Teaching Media Literacy through the Web. He is a former President of the National Conference on Research in Language and Literacy and former Chair of the NCTE Research Foundation. ELLEN BRANTLINGER retired from the Department of Curriculum and Instruction at Indiana University. She has written four books: Politics of Social Class in Secondary Schools, Fighting for Darla, Sterilization of People with Mental Disabilities, and Dividing Classes: How the Middle Class Negotiates and Rationalizes School Advantage, and edited a multiauthor volume entitled, Who Benefits from Special Education?: Remediating (Fixing) Other People’s Children. As a critical theorist, she has always been interested in understanding and overcoming oppressive power differentials among individuals and groups. She has become a strong advocate for qualitative inquiry and has published articles on that research design. Although she has researched and written on such diverse 347 topics as sexuality, sexuality education, social class, ethnicity, gender, disabilities , teacher education, and testing, the connecting thread consistently has been understanding oppression and enabling human rights and social inclusion. She is perhaps best known for her article, “Using Ideology : Cases of Nonrecognition of the Politics of Research and Practice in Special Education,” published in the Review of Educational Research. She directed the Undergraduate Special Education Teacher Education Programs at Indiana University and then the Graduate Program in Curriculum Studies. VAN DEMPSEY is Dean of the School of Education at Fairmont State University in West Virginia. Prior to this, he served as director of the Benedum Collaborative and the Benedum Center for Educational Renewal at West Virginia University, a school-university partnership built on the philosophy of the simultaneous renewal of educator preparation and K–12 schools. His primary teaching responsibilities include teacher leadership and the socio-cultural context of schooling. His primary areas of research and publication include school-university partnership work, education policy, and school renewal. CHERYL FIELDS-SMITH is Assistant Professor of Early Childhood Education at the University of Georgia, Athens. Her research interests include family-school-community partnerships, the development of cultural sensitivity among teacher educators, and home schooling among AfricanAmerican families. MARGARET A. (GRETA) GIBSON is Professor of Education and Anthropology at the University of California, Santa Cruz. She has focused her research on the school performance of immigrant and minority youths with particular attention to home-school-community relationships and to how school context and peer relations influence student participation and achievement in high school settings. Her research looks at factors that promote and impede success in high school for Mexican-descent migrant youths. In addition to her ongoing work in several multiethnic high schools in California, she has conducted field research in the U.S. Virgin Islands, northern India, and Papua New Guinea. Her major publications include School Connections: U.S. Mexican Youth, Peers, and School Achievement (edited with P. Gándara and J. Koyama), Minority Status and Schooling (edited with J. Ogbu), and Accommodation without Assimilation : Sikh Immigrants in an American High School. BETH HATT is Assistant Professor of Educational Administration and Foundations at Illinois State University, where she teaches research meth348 Contributors ods and social foundations of education. Her research interests focus upon issues of race, class, and gender equity within educational contexts. She is coeditor (with George Noblit) of The Future of Educational Studies . Her current research explores smartness as a cultural practice in schools. DEBORAH HICKS is an educational scholar who studies the language, lives, and literacies of youths coming of age in poverty. Her latest project draws from a long-term ethnographic study of young girls growing up in working poor America. Her work is interdisciplinary in nature, drawing from the...