Review of Collectives and the Commons: The Role of Educational Scholars in Movement Building for Justice, by Kevin Kumashiro (Ed.)
DOI:
https://doi.org/10.14507/er.v33.5120Biografía del autor/a
Michael W. Apple, University of Wisconsin, Madison
Michael W. Apple is the John Bascom Professor Emeritus of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison. A former elementary and secondary school teacher and past-president of a teachers union, he has worked with educational systems, governments, universities, unions, and activist and dissident groups throughout the world to democratize educational research, policy, and practice. Professor Apple has written extensively on the politics of educational reform, on the relationship between culture and power, and on education for social justice. Among his recent books are: Can Education Change Society? The Struggle for Democracy in Education: Lessons from Social Realities; and the enlarged 4th edition of his classic text Ideology and Curriculum. Professor Apple has been selected as one of the 50 most important educational scholars in the 20th century. His books Ideology and Curriculum and Official Knowledge were also selected as two of the most significant books on education in the 20th century.
Citas
Anderson, G. L., Desai, D., Heras, A. I., & Spreen, C. A. (2023). Creating third spaces of learning for post-capitalism: Lessons from educators. Artists, and activists. Routledge. https://doi.org/10.4324/9781003345015
Apple, M. W. (2006). Educating the “right” way: Markets, standards, god, and inequality (2nd ed.). Routledge.
Apple, M. W. (2013). Can education change society? Routledge. https://doi.org/10.4324/9780203083550
Apple, M. W. (2018). On doing critical policy analysis. Educational Policy, 33(1), 276-287. https://doi.org/10.1177/0895904818807307
Apple, M. W. (2021, August 4). Review of Surrendered. Education Review, 28. https://edrev.asu.edu/index.php/ER/article/view/3269/1129
Apple, M. W. (2024, August 14). On being a scholar/activist: Personal history and acquired knowledge. Education Review, 31. https://doi.org/10.14507/er.v31.3863
Apple, M. W., Gandin, L. A., Liu, S., Meshulam, A. & Schirmer, E. (2018). The struggle for democracy in education: Lessons from social realities. Routledge. https://doi.org/10.4324/9781315194684
Apple, M. W. (2026). United States: Can we win? Social mobilizations and the politics of official knowledge. In M. W. Apple, I. Gomes de Lima, & L. A. Gandin (Eds), Education and the politics of interruption: Does the right always win? (pp. 16-38). Routledge. https://doi.org/10.4324/9781003582564-2
Apple, M. W., Gomes de Lima, I. & Gandin, L. A. (2026). (Eds.). Education and the politics of interruption: Does the right always win? Routledge. https://doi.org/10.4324/9781003582564
Burawoy, M. (2005). For public sociology. American Sociological Review 70(1). https://doi.org/10.1177/000312240507000102
Gandin, L. A. & Apple, M. W. (2018). Can critical democracy last? Porto Alegre and the struggle over “thick” democracy in education. In M. W. Apple, L. A Gandin, S. Liu, A. Meshulam & E. Schirmer,. The struggle for democracy in education: Lessons from social realities (pp. 104-134). Routledge. https://doi.org/10.4324/9781315194684-5
Kumashiro, K. (2024). Against common sense: Teaching and learning toward social justice (4th ed.). Routledge. https://doi.org/10.4324/9781003442394
Ramos, P. (2024). Defectors: The rise of the Latino far right and what it means for America. Pantheon.
Stewart. K. (2025). Money, lies and god: Inside the movement to destroy American democracy. Bloomsbury.
Wright, E. O. (2010). Envisioning real alternatives. Verso.
[Book Reviewed] Kumashiro, K. (Ed.). (2026). Collectives and the commons: The role of educational scholars in movement building for justice. Myers Education Press.
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