000			08281nam a22004693i 4500
001			EBC3315848
003			MiAaPQ
005			20240729124938.0
006			m o d |
007			cr cnu||||||||
008			240724s2013 xx o ||||0 eng d
020			_a9781623962852 _q(electronic bk.)
020			_z9781623962838
035			_a(MiAaPQ)EBC3315848
035			_a(Au-PeEL)EBL3315848
035			_a(CaPaEBR)ebr10696218
035			_a(OCoLC)923177983
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aLB2805 -- .D97 2013eb
100	1		_aHeybach, Jessica A.
245	1	0	_aDystopia and Education : _bInsights into Theory, Praxis, and Policy in an Age of Utopia-Gone-Wrong.
250			_a1st ed.
264		1	_aCharlotte, NC : _bInformation Age Publishing, Incorporated, _c2013.
264		4	_c©2013.
300			_a1 online resource (299 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aStudies in the Philosophy of Education Series
505	0		_aIntro -- Dystopia and Education -- Insights Into Theory, Praxis, and Policy in an Age of Utopia-Gone-Wrong -- A Volume in Studies in the Philosophy of Education -- Series Editor: John E. Petrovic, The University of Alabama -- CONTENTS -- Studies in the Philosophy of Education -- Dystopia and Education -- Insights Into Theory, Praxis, and Policy in an Age of Utopia-Gone-Wrong -- Missouri State University -- Information Age Publishing, Inc. -- Charlotte, North Carolina www.infoagepub.com -- Foreword -- Dystopia and Education -- William Ayers -- References -- Preface -- Dystopia and Education? -- Jessica A. Heybach and Eric C. Sheffield -- Dystopia: A Brief History -- The Contemporary Educational Context -- Learning to See Dystopia -- Structure -- Insights into Democratic Education -- Notes -- References -- Figure 1. Photos taken by the editors at the 2012 NATO protest in Chicago. -- Acknowledgments -- SECTION I: THEORY -- DYSTOPIAN THEORY: CAN WE SEE WHAT WE HAVE NOT YET THEORIZED? -- Jessica A. Heybach and Eric C. Sheffield -- CHAPTER 1 -- An Aesthetic of Horror in Education -- Schools as Dystopian Environments -- Kerry Freedman -- Introduction -- The Aesthetic of Horror -- Dystopian Environments -- Dystopian Aesthetics and the Visual Culture of School -- Conclusion -- References -- CHAPTER 2 -- Youth, the Self, And Violence -- A Hegelian Analysis of Fight Club -- Kip Kline -- Critical Dystopia and Henry Giroux's Critique of Fight Club -- Fight Club and the Struggle for Selfhood -- Hegel, Selfhood, and Fight Club -- Hegel and Selfhood and Mead's Social Theory of Self -- The Desire for Recognition: Reformulated Praxis Theory and Expressivism -- Violence and Self-Formation -- Youth, Schools, and Selfhood -- Notes -- References -- CHAPTER 3 -- Merit, Democracy, Governing -- Benjamin Baez -- Introduction -- Governing -- Merit -- Democracy.
505	8		_aGoverning, Revisited -- References -- CHAPTER 4 -- Dyst(r)opia -- A Tropological Argument for Dystopia and Education -- F. Tony Carusi -- Introduction -- The Place that Took a Wrong Turn: Dyst(r)opia -- To Rhino or Not to Rhino2 -- The Constitutive Ground of Exclusion -- The NCLB Deadlock -- Dyst(r)opian Policy Analysis -- Notes -- References -- CHAPTER 5 -- Tests, Consumerism, and the Cruel Drone of White Noise -- Andrew N. McKnight -- Introduction -- Faith in Testing -- Consumerism as Master -- Parallels in White Noise -- Being More Humane/Cutting Through the White Noise -- References -- section ii: Praxis -- DYSTOPIAN PRACTICE OR PRAXIS? -- Jessica A. Heybach and Eric C. Sheffield -- CHAPTER 6 -- Dystopian Love Manifested in a Dystopian Aesthetic -- Insights Into Contemporary Educational Practice From A Clockwork Orange -- Eric C. Sheffield -- Introduction -- The Body of Alex as a Dystopian Space -- A Dystopian Aesthetic in Two Parts -- Dystopian Love -- Implications for Practice -- Summary and Conclusion -- Notes -- References -- CHAPTER 7 -- Lessons From Elsewhere -- or, Rethinking Democracy and Public Education Through Lois Lowry's The Giver -- Eric D. Smith and Philip E. Kovacs -- Introduction -- Sameness as Argument for Security -- The Elimination of Curricular Choice -- The End of History and the Regulation of Language -- Surveillance Seen and Unseen -- Love as Ontological Force -- Schooling for Elsewhere -- References -- CHAPTER 8 -- When Undergraduate Students Read Huxley's Brave New World and Plato's The Republic in an Educational Foundations Course -- Steven P. Jones -- Introduction -- Parallel Themes in the Two Texts: The Caste System and Noble Lies -- Sexual Desire, Family, and Music -- The Allegory of the Cave -- Excerpts from Student Essays -- The Task of the Foundations of Education Class -- Notes -- References -- CHAPTER 9.
505	8		_a"Unlearning" With the Dystopian Youth -- Sating Student Hunger With The Hunger Games -- Becky L. Noel Smith -- Constructing the Dystopian Youth -- "Unlearning" in The Hunger Games -- Exploring Our District -- Fabricating the Arena -- Midgame Rule Changes -- Sustenance as Resistance -- Sating Hunger in Grace's Class -- "Challenging" Our Youth -- A Suggestion: Support Students Through Meaningful Struggle -- Notes -- References -- CHAPTER 10 -- Gaming as Virtual Education -- Insights From Dystopian Art -- Stefan J. Sheffield -- Introduction -- Video Games as Dystopian Art -- Bioshock, Atlas Shrugged and Dystopian Art -- Video Games as Educational Tools -- Note -- References -- section iii: Policy -- ARE UTOPIAN EDUCATIONAL POLICIES INHERENTLY DYSTOPIAN? -- Jessica A. Heybach and Eric C. Sheffield -- CHAPTER 11 -- In Search of Equal Educational Opportunity for Harrison Bergeron -- John E. Petrovic -- Introduction -- Formalist versus Actualist Renderings of Equality -- Capitalism, Democracy, and Sameness -- Formal and Actual Equal Educational Opportunity -- Conclusion: What is EEO for Harrison Bergeron? -- Notes -- References -- CHAPTER 12 -- An Educational Dystopia -- Mary Shelley's Frankenstein and Race To The Top -- Bradley D. Rowe and Taylor Lacy Klassman -- Introduction -- Romanticism and Education -- Frankenstein -- Racing to the Top, Creating Monsters -- Concluding Remarks: Challenging Dystopia with Love -- References -- CHAPTER 13 -- Orwell's 1984 and Education as Commodity Spectacle -- Dennis Attick -- Introduction -- Education as Spectacle -- Spectacle and Surveillance in Race to the Top Schooling -- References -- CHAPTER 14 -- Dystopia, Disciplinarity, and Governmentality -- A Foucauldian Analysis of the Novels of Isamu Fukui -- Joshua Garrison and Leslee Grey -- Introduction -- Carceral Education -- Useful Vagrancy -- Successful Schooling.
505	8		_aDystopian Disciplinarity -- The Disciplines, Governmentality, and the Coup d'état -- Truancy's Educational Coup -- References -- CHAPTER 15 -- Education's Handmaids? -- The Role of the Teacher in the Age of Accountability -- Alison Happel and Becky Atkinson -- Introduction -- Brief Plot Summary of The Handmaid's Tale -- Conceptual Framework: Feminist Poststructuralism and Pastoral Power -- Pastoral Power in Education and The Handmaid's Tale -- Salvation -- Self-Sacrifice and Individualization -- Surveillance With Confession -- Conclusion -- References -- CHAPTER 16 -- All I Really Needed to Know About Tolerance I Learned From Zombies -- Nick McDonald and Rick McDonald -- Introduction -- The Zombie Craze -- Son -- Father -- Son -- Father -- Son -- Father -- Son -- Father -- Conclusion -- References -- about the contributors.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
655		4	_aElectronic books.
700	1		_aSheffield, Eric C.
776	0	8	_iPrint version: _aHeybach, Jessica A. _tDystopia and Education _dCharlotte, NC : Information Age Publishing, Incorporated,c2013 _z9781623962838
797	2		_aProQuest (Firm)
830		0	_aStudies in the Philosophy of Education Series
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3315848 _zClick to View
999			_c77082 _d77082