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| Introduction: Turning the Study of Education Inside/Out | p. 1 |
| Deconstruction and Nothingness: Some Cross-Cultural Lessons on Teaching Comparative World Civilization | p. 21 |
| Antiracist Pedagogy in a College Classroom: Mutual Recognition and a Logic of Paradox | p. 37 |
| Marxism and Education | p. 61 |
| School Routines and the Failure of Curriculum Reform | p. 79 |
| Representation, Self-Representation, and the Meanings of Difference: Questions for Educators | p. 99 |
| Enticing Challenges: An Introduction to Foucault and Educational Discourses | p. 109 |
| From the Margin to the Center: Teachers' Emerging Voices through Inquiry | p. 121 |
| The Social Construction of "The Problem of Teenage Pregnancy" | p. 139 |
| Margins of Exclusion, Margins of Transformation: The Place of Women in Education | p. 151 |
| Guardians of Childhood | p. 167 |
| Margaret A. Haley, 1861-1939: A timeless Mentor for Teachers as Leaders | p. 183 |
| Solitary Spaces: Women, Teaching, and Curriculum | p. 201 |
| Curriculum as Making Do | p. 209 |
| The Practice of Freedom: A Historical Analysis of Critical Perspectives in the Social Foundations | p. 223 |
| Resisting Racial Awareness: How Teachers Understand the Social Order from Their Racial, Gender, and Social Class Locations | p. 239 |
| The Foundations of Social Education in Historical Context | p. 265 |
| Epilogue: Toward Horizons of Hope | p. 285 |
| Index | p. 295 |
| The Contributors | p. 305 |
| Table of Contents provided by Blackwell. All Rights Reserved. |
