Reading List


Allman, P. (1999). Revolutionary social transformation: democratic hopes, political possibilities and critical educationWestportCT: Bergin & Garvey, Greenwood Publishing Group, Inc.
Apple, M. W. (1982/1985). Education and powerBostonMAArk Paperbacks.
Apple, M. W. (1979/1990). Ideology and curriculum (Second Edition). New YorkNY: Routledge.
Bakhtin, M. M. (1981/2002). The dialogic imagination. From Boprosy literaturey i estetiki, edited by Michael Holquist and translated by Carly Emerson and Michael Holquist. AustinTXUniversity of Texas Press.
Bell, D. (1992). Faces at the bottom of the well: The permanence of racismNew York: Basic Books.
Berger, P. L. & Luckmann, T. (1966). The social construction of reality: a treatise in the sociology of knowledge. Garden City, NY: Bantam Doubleday Dell Publishing Group, Inc.
Berliner, D. C. & Biddle, B. J. (1997). The manufactured crisis: myths, fraud, and the attack on American’s public schools. White PlainsNY: Longman Publishers.
Blauner, R. (1972). Racial oppression in AmericaNew York: Harper & Row, Publishers.
Cherryholmes, C. H. (1988). Power and criticism: Poststructural investigations in educationNew York: Teachers College Press.
Dewey, J. (1997/1910). How we thinkMineolaNew York: Dover Publications, Inc. Available Online:   http://spartan.ac.brocku.ca/~lward/dewey/Dewey_1910a/Dewey_1910_toc.html
Eagleton, T. (1991). Ideology: An introductionLondon: Verso.
García, A. M. (Ed.) (1997). Chicana feminist thought: The basic historical writingsNew YorkNY: Routledge.
Geertz, C. (1983). Local knowledge: further essays in interpretive anthropology. Basic Books.
Giroux, H. A. (1988). Teachers as intellectuals: toward a critical pedagogy of learning. GranbyMA: Bergin & Garvey Publishers, Inc.
Guba, E. G. (Ed.) (1990). The paradigm dialogNewbury ParkCA: SAGE Publications, Inc.


Harris, K. (1994). Teachers constructing the futureBristolPA: The Falmer Press.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedomNew YorkNY: Routledge.
Hart, C. (2003). Doing a literature review: releasing the social science research imagination. Thousand OaksCA: SAGE Publications.
Hurtado, A. (1996). The color of privilege: Three blasphemies on race and feminismAnn Arbor: the University of Michigan Press.
Freire, P. (1998). Pedagogies of freedom: Ethics, democracy, and civic courageLanhamMaryland: Rowman & Littlefield Publishers, Inc.


Freire, P. (2004). Pedagogy of indignationBoulderCO: Paradigm Publishers.


Freire, P. (1998). Pedagogy of hope: Reliving pedagogy of the oppressed. New York: The Continuum Publishing Company.
Freire, P. (1985). The Politics of education: Culture, power, and liberation. South HadleyMA: Bergin & Garvey Publishers, Inc.
Freire, P. (1970) Pedagogy of the oppressed. New York: Continuum.
Freire, P. (1970). Cultural action for freedom. CambridgeMA: Harvard Educational Review.
Foucault, M. (1990). The history of sexuality: An introduction. New York: Vintage Books.
Foucault, M. (1969/1972). The Archaeology of Knowledge, Trans. Alan Sheridan, New York: Pantheon.
Kohn, A. (2004). What does it mean to be well educated? And more essays on standards, grading, and other follies. Boston, MASS: Beacon Press.
Kosík, K. (1976). Dialectics of the concrete: a study on problems of man and world. Translated from the Czech by Karel Kovanda with James Schmidt; Boston Studies in the Philosophy of Science, Volume LII (Edited by Robert S. Cohen and Marx W. Wartofsky.); HinghamMA: D. Reidel Publishing Company, Inc.
McLaren, P. (1997). Revolutionary multiculturalism: Pedagogies of dissent for the new millenniumBoulder: Westview Press.
Meier, D. (1995). The power of their ideas: lessons for America from a small school in HarlemBostonMA: Beacon Press.


Moll, L. C. (Editor) (1998). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New YorkNew YorkCambridge University Press.


Morson, G. S. (1994). Narrative and freedom: the shadows of timeNew HavenYale University Press.
Pinar, W. F. (Editor). (1998). Curriculum: Toward new identitiesNew York: Garland Publishing, Inc.
Pinar, W. P., Reynolds, W.M., Slattery, P., & Taubman, P. M.. (1995). Understanding curriculum. New York: Peter Lang.
Poster, M. (1991). Critical theory and poststructualism: In search of a context. IthacaNew YorkCornell University Press.
Rosaldo, R. (1989/1993). Culture and truth: the remaking of social analysisBostonMA: Beacon Press.
Rose, M. (1998). Possible lives. New YorkSt. Martin's Press.
Rose, M. (1989). Lives on the boundary: A moving account of the struggles and achievements of America’s educationally underpreparedNew York: Penguin Books.
Saldívar, José David (1997). Border matters: Remapping American cultural studiesBerkeleyCAUniversity of California Press.
Short, E. C. (Ed.) (1991). Forms of curriculum inquiryAlbanyNY: SUNY Press.
Torres, C. A. (1998). Democracy, education, and multiculturalism: dilemmas of citizenship in a global world. LanhamMaryland: Rowman & Littlefield, Publishers, Inc.
Vygotsky, L. S. (1962). Thought and language. Edited and translated by Eugenia Hanfmann and Gertrude Vakar. CambridgeMA: The M.I.T. Press.
Washington, J. M. (Editor) (1986). A testament of hope: the essential writings and speeches of Martin Luther King, JrNew YorkNY: HaperCollins Publishers.


Wertsch, J. V. (1998). Mind as actionNew YorkOxford University Press.