Educating the Right Way: Markets, Standards, God, and Inequality

By M. Apple. 2001

1,699 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e67bf5efa5eda8b5524eaf0c206f164848f74226

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Citations in the corpus

“And That's Just how it Starts”: Teaching Mathematics and Developing Student Agency (2007, background): “It is important to declare that teachers are not powerless, even within repressive educational systems (Carlson, 2002) and the current political climate (Apple, 2001).”
Mapping the terrain: Teach For America, charter school reform, and corporate sponsorship (2014, background): “This network is situated within the larger context of contemporary shifts towards market-based ideology in educational policy that have taken shape in the past decade (Apple 2006; Ravitch 2010).”
The Handbook of Neoliberalism (2016, background): “This extension of market logic and the prioritization of economic outcomes have come to redefine the purpose and role of social, cultural, and political institutions (Apple 2001; Giroux 2006; Harvey 2005; Slaughter and Rhoades 2004, Saunders 2013).”
Neo-Liberalism, Markets and Accountability: Transforming Education and Undermining Democracy in the United States and England (2005, background): “These reports shift the blame for increasing economic inequality away from the decisions made by corporations and politicians and on to the educational system, what Apple calls ‘exporting the blame’ (Apple, 2001, p. 39).”
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School: A Consensual Qualitative Analysis (2010, background): “These federal policies represent common approaches of top-down reform and have been debated by many (e.g., Apple, 2006; Berliner, 2002; Cochran-Smith, 2006; Harry & Klingner, 2007).”
Below the Bubble: “Educational Triage” and the Texas Accountability System (2005, background): “The emphasis shifts “from student needs to student performance and from what the school does for the student to what the student does for the school” (Apple, 2001, p. 71).”
Markets, Standards, Teaching, and Teacher Education (2001, background): “…the educational conditions believed necessary both for increasing Journal of Teacher Education, Vol. 52, No. 3, May/June 2001 183 international competitiveness, profit, and discipline and for returning us to a romanticized past of the ideal home, family, and school (Apple, 1996, 2000b, 2001).”
Markets, schools and the convertibility of economic capital: the complex dynamics of class choice (2006, background): “…bureaucratic school to the sovereign consumer may be regarded as representative of a broader political shift towards the right, where a distinctive neo-liberal interpretation of fairness and efficiency based on the moral might and supremacy of the market has taken root (Apple, 2001; Bonal, 2003).”
Neo-Liberalism and Marketisation: The Implications for Higher Education (2006, background): “A distinctive neo-liberal interpretation of fairness and efficiency based on the moral might and supremacy of the market has taken root across the public sector (Apple, 2001; Loxley & Thomas, 2001; Thrupp, 2001; Bonal, 2003).”
Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, background): “All of this is part of what DeBray-Pelot and McGuinn (2009) have called the “new politics” of post-No Child Left Behind (NCLB) education policy, which involves not only an expanded federal role, but also unprecedented political coalitions and ruptures (Apple, 2005; Spring, 2010).”
Interrogating single‐sex classes as a strategy for addressing boys’ educational and social needs (2005, background): “In most western countries, industrialised labour and apprenticeships have been replaced with more service sector employment requiring what may be perceived to be skills and capacity aligned more with those encouraged for girls (Mahony, 1998; Apple, 2001).”
What is ‘good’ teaching? Teacher beliefs and practices about their teaching (2013, background): “Such measures parallel the increasing emphasis on performativity and audit cultures in education systems characterised by new managerial reform (Apple 2006; Lynch, Grummell, and Devine 2012), where return on investment in education is sought through greater efficiencies in both outcome and process…”