Critical Approaches to Education Policy Analysis Moving Beyond Tradi
This volume informs the growing number of educational policy scholars on the use of critical theoretical frameworks in their analyses. It offers insights on which theories are appropriate within the area of critical educational policy research and how the
- PDF / 3,028,803 Bytes
- 290 Pages / 439.42 x 683.15 pts Page_size
- 23 Downloads / 285 Views
Michelle D. Young Sarah Diem Editors
Critical Approaches to Education Policy Analysis Moving Beyond Tradition
Education, Equity, Economy Volume 4
Series Editors George W. Noblit, University of North Carolina at Chapel Hill, USA William T. Pink, Marquette University, Milwaukee, USA Editorial Board Belmira Bueno, University of São Paulo, Brazil Rattana Buosonte, Naresuan University, Phitsanulok, Thailand Li Manli, Tsinghua University, Beijing, China Allan Luke, Queensland University of Technology, Brisbane, Australia Jane Van Galen, University of Washington, Bothell, USA
More information about this series at http://www.springer.com/series/13055
Michelle D. Young • Sarah Diem Editors
Critical Approaches to Education Policy Analysis Moving Beyond Tradition
123
Editors Michelle D. Young Curry School of Education University of Virginia Charlottesville, VA, USA
Sarah Diem Department of Educational Leadership and Policy Analysis University of Missouri Columbia, MO, USA
ISSN 2364-835X ISSN 2364-8368 (electronic) Education, Equity, Economy ISBN 978-3-319-39641-5 ISBN 978-3-319-39643-9 (eBook) DOI 10.1007/978-3-319-39643-9 Library of Congress Control Number: 2016950591 © Springer International Publishing Switzerland 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland
Foreword
During the three years of my phased retirement (2005–2008) from a career that began as a teaching-principal in 1958, I co-taught a course at The University of Texas at Austin, critical policy analysis, with Michelle Young, one of this book’s editors. The other editor, Sarah Diem, was a student in that class, as were some of the contributors to this volume. And you might say I, too, was a student in that class. So, before we get into this book, Critical Approaches to Education Policy Analysis: Moving Beyond Tradition, and what I believe is truly
Data Loading...
