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Aufgeklärte Schulreformen

Ein interkultureller Vergleich zwischen dem Philanthropinum in Dessau und dem Colegio de las Vizcaínas in Mexiko-Stadt


Eva Rautenberg

Aufklärung und Schule, Männer und Frauen in Dessau und in Mexiko. Eine kulturhistorische Betrachtung und Darstellung einer facettenreichen und vielfältigen Wirklichkeit.
Thematisiert werden Szenen des Alltags und des Schullebens, die in zwei verschiedenen westlichen Kontexten zur Zeit der Aufklärung stattfanden: Dessau und Neuspanien bzw. das koloniale Mexiko. In dieser Ausführung zeigen sich die Macht- und Herrschaftsverhältnisse, die sowohl innerhalb der politischen Kontrolle als auch im Bereich des Akademischen ausgeübt wurden. Das Werk versteht sich als ein alternativer methodologischer Ansatz für die Vergleichende Pädagogik.

Critical Leaders and the Foundation of Disability Studies in Education aims to formalize the significance of early histories of understanding disability drawn from the scholarship of those who turned away from conventional status quo and pathologized constructs commonly accepted worldwide to explain disability in schools and society. The series begins with recognition of North American scholars including: Ellen Brantlinger, Lous Heshusius, Steve Taylor, Doug Biklen, and Thomas M. Skrtic. We will expand the series to include scholars from several international countries who likewise formed analyses that shaped the terrain for the emergence of critical perspectives that have endured and slowly given rise to the interdisciplinary field of Disability Studies in Education.

Ellen A. Brantlinger

When Meaning Falters and Words Fail, Ideology Matters


Edited by Linda Ware and Roger Slee

Ellen A. Brantlinger: When Meanings Falter and Words Fail, Ideology Matters celebrates the work of and is dedicated to the memory of Ellen A. Brantlinger, a scholar-activist who spent most of her professional career as a professor of special education at Indiana University in Bloomington, Indiana in the United States of America. Ellen was recognized internationally as an educator and critical theorist and celebrated for her incisive and unyielding critique of special education research, policy, and practice that spanned several decades. Brantlinger held that the impoverished nature of special education theory and practice was rooted to conformance with the most rigid constructs of standardization, normalcy, and its resulting inequitable outcomes for children with disabilities. When the push for educational inclusion gained currency in some quarters in the United States (mid-1980s), Brantlinger was among a handful of scholars who identified special education as the major obstacle to the inclusion of disabled students in the educational system. She was widely published in North American journals well known in special education, teacher education, multicultural education, sociology of education, urban education, school counseling, curriculum theory, qualitative education, and feminist teaching. This book offers an elaboration of the scholarly contributions made by Ellen Brantlinger to research in education, special education, inclusive education, and the early development of Disability Studies in Education. Many of its contributors move between the paradigmatic locations of special education, inclusive education, and disability studies as they consider Ellen’s influence.

Contributors are: Julie Allan, Subini A. Annamma, Jessica Bacon, Alicia A. Broderick, Kathleen M. Collins, David J. Connor, Dianne L. Ferguson, Philip M. Ferguson, Amy L. Ferrel, Beth Ferri, Joanne Kim, Janette Klingner, Corrine Li, Brooke A. Moore, Emily A. Nusbaum, and Janet S. Sauer.


James Trier

Guy Debord, the Situationist International, and the Revolutionary Spirit presents a history of the two avant-garde groups that French filmmaker and subversive strategist Guy Debord founded and led: the Lettrist International (1952–1957) and the Situationist International (1957–1972). Debord is popularly known for his classic book The Society of the Spectacle (1967), but his masterwork is the Situationist International (SI), which he fashioned into an international revolutionary avant-garde group that orchestrated student protests at the University of Strasbourg in 1966, contributed to student unrest at the University of Nanterre in 1967–1968, and played an important role in the occupations movement that brought French society to a standstill in May of 1968.

The book begins with a brief history of the Lettrist International that explores the group’s conceptualization and practice of the critical anti-art practice of détournement, as well as the subversive spatial practices of the dérive, psychogeography, and unitary urbanism. These practices, which became central to the Situationist International, anticipated many contemporary cultural practices, including culture jamming, critical media literacy, and critical public pedagogy. This book follows up the edited book Détournement as Pedagogical Praxis (Sense Publishers, 2014), and together they offer readers, particularly those in the field of Education, an introduction to the history, concepts, and critical practices of a group whose revolutionary spirit permeates contemporary culture, as can be seen in the political actions of Pussy Riot in Russia, the “yellow vest” protesters in France, the #BlackLivesMatter movement, and the striking teachers and student protesters on campuses throughout the U.S.


Ian Parker Renga and Mark A. Lewis


Fictional stories of teachers convey particular character types like the hero, trickster, or sage that are likely to resonate with many educators. By engaging in archetypal reflectivity while reading young adult literature, teachers can examine these types with respect to their ideals of professional practice and identity. Here we invite readers to consider the teacher as archetypal sage as depicted by Dumbledore in the Harry Potter series as it compares to the mentor coach character of Lionel “Lion” Serbousek in the book Ironman. We show how both teacher types forge close mentoring relationships with students, though there are notable differences in how they guide students and to what ends. The contrast, as we discuss, can challenge assumptions about what students are seeking and may ultimately need from their teachers.


Gary Kenton


Many factors have contributed to the decline in support for public schools in America. Most often, blame is directed at politically conservative groups and individuals that have resisted integration, affirmative action, and other programs associated with the Civil Rights Movement. But this essay considers the impact of popular as well as political culture on the marginalization of public schools, looking specifically at the negative portrayal of schools and formal education in rock ‘n’ roll. Song lyrics and other cultural information conveyed by rock and rap artists have tended to romanticize individual creativity and freedom and to discourage a communitarian, civic orientation. As an indirect consequence, Baby Boomers and Millennials have been muted in their defense of all things public, including education.

“Good” Teacher on Her Own Terms

Miss Shaw in ABC’s The Wonder Years


Chad E. Harris


The term “good teacher” has as many definitions as there are people who experience life as a student—or who watch television to compare their real-life teachers to those they see onscreen. In her work on teachers on film and on television, Mary M. Dalton labels the “Good Teacher” as one who very much resembles recurring attitudes about what makes a teacher “good,” but—in Hollywood as in life—such teachers often fulfill stereotypes not unlike the cowboy outsiders who save the day in Westerns. When they do achieve what looks like a substantive impact on students, they often do so in reductive plotlines that make conflict and achievement of their teaching goals too unrealistic to represent real teachers. However, Dalton’s model provides endless possibilities to study different combinations of Good Teacher qualities and formulate new interpretations of such an important category. In this essay, I take up the ABC series The Wonder Years (1988–93) and Miss Shaw, the favorite teacher of Kevin Arnold—the prototypical American teen with an ambivalent-yet-insightful attitude toward school—and argue for her importance as a Good Teacher on television because of, rather than in spite of, her decision to quit her job on her own terms. Even in leaving her post, she embodies more of what it means to be a Good Teacher than do most teachers deemed “good” and thus memorable for the lessons they teach.

In Loco Parentis Redux

Bob and Linda Belcher at Wagstaff School


Elizabeth Currin


Grounded in a critical historical understanding of the feminization of teaching, this chapter explores representations of teaching in the Fox animated series Bob’s Burgers, featuring Wagstaff School’s well-intentioned but inept guidance counselor, Mr. Frond, an oft-villainous counterpart to Tina, Louise, and Gene Belcher’s own parents, Linda and the eponymous Bob. Because both Bob and Linda each take a turn as substitute teachers, in addition to the usual parent-teacher conference or chaperone fare, Bob’s Burgers, aside from being an underrated commentary on the American working class, also stands to make a significant contribution to scholarly conversations about education in pop culture.