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A 2018 AESA Critic's Choice Award Winner
How is it, this text asks, that given such good intentions among education professionals, things in schools can go so very wrong?
The problem, Hinchey and Konkol posit, is that unspoken and misleading assumptions result in choices, decisions and policies with disastrous consequences for kids. They tease out those assumptions on the key issues of school goals, curriculum, education for citizenship, discipline, and school reform, inviting readers to think again, to question the taken-for-granted, in the hope of better aligning intentions and outcomes.
This book is the perfect text for both undergraduate and graduate classrooms devoted to the study of public education. Questions at the end of each chapter point to ways for preservice and inservice teachers, as well as administrators and other education personnel, to advance their thinking about choices in their own contexts. In addition, suggested readings, websites and videos offer more food for thought.
1) “You Have Arrived at Your Destination.” Oh, really?
2) What are Schools for, Anyway?
3) Whither and Whence Curriculum?
4) What Does It Mean to Educate For Citizenship?
5) How Much Control Does a (Student) Body Need?
6) Reform? By Whom and For What?
7) The Way Forward…
“If you’d like to see public education thrive, here is a book to bolster your arguments. Down-to-earth writing and excellent choice of content allow vitally important concepts about schooling in contemporary America to be analyzed and easily comprehended. It is one of the clearest discussions of curriculum issues and their meaning and importance for our teachers, schools, parents and yes, for our nation as well. Every schools’ decision about curriculum is a decision about what’s in and what’s out of the knowledge base for students in their state or nation. This insightful and highly readable book explains why these decisions should never be made lightly.”David C. Berliner - Arizona State University
"Getting to Where We Meant to Be is an insightful, thoughtful, and readable book well-suited for undergraduates in teacher education programs. The authors stimulate the reader’s critical reflection on the assumptions they may hold about schools while also discussing social justice orientations and the importance of the relationship between public education and democracy." - Teachers College Record
“This wonderful book, written for easy understanding, provokes the reader to rethink the decisions being made for the public schools. Through addressing general assumptions surrounding the public school, Hinchey and Konkol challenge readers to reconsider their understandings and expectations about curriculum and school politics."H. Prentice Baptiste and Mika C. Leck - New Mexico State University, Las Cruces