The Moral Majorit y and Education : The Power of the Pious

People operate under some significant misconceptions in contemporary America. Parents will initiate great changes when they finally realize that many people, especially professional educators, differ significantly in their definition of morality. These parents would be shocked into action if they only knew the perversity which operates in our schools under the name of humanistic morality. Once they know they will react no differently than I have (Alice Moore, leader of the Kanawha County West Virginia Textbook Controversy)

Kincheloe, Joe L., Critical Pedagogy in the Twenty-first Century, pp. 9-42 in Peter McLaren and Joe L. Kincheloe, eds., Critical Pedagogy: Where are We Now? New York: Peter Lang, 2007.

Traces the scholarly work in and the challenges ahead of the field of study called critical pedagogy; reviews and assesses its purposes, assumptions, methods of inquiry, and significance; identifies qualitative standards for its work

Teacher as researchers : qualitative inquiry as a path to empowerment

viii, 227 p

Kincheloe, Joe L., Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. Bristol, PA: Falmer Press, 1991.

Explores many facets of teachers as researchers from the critical theory perspective, including the nature of positivism and certainty, the qualitative alternative, and the role of values and ideology in inquiry

Kincheloe, Joe L., Schools Where Ronnie and Brandon Would Have Excelled: A Curriculum Theory of Academic and Vocational Integration, JCT: Journal of Curriculum Theorizing, 11(Fall, 1995), 61-84. Reprinted pp. 346-363 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999.

Argues for a critical postmodern integration of academic and vocational education

Kincheloe, Joe L., The Curriculum and the Classroom, pp. 85-103 in Joe L. Kincheloe, ed., Classroom Teaching: An Introduction. New York Peter Lang, 2008. Reprinted pp. 611-632 in Joao M. Paraskeva and Shirley R. Steinberg, ed., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016.

Esplains why teaching is so difficult and limited under NCLB guidelines; advises teachers on how to teach under repressive conditions (after becoming aware of how knowledge is produced, how power shapes the curriculum, and how a critical perspective can assist); urges teachers to be developers

Kincheloe, Joe L., The Right-Wing Politics of Knowledge and Education, pp. 31-68 in Shirley R. Steinberg and Joe L. Kincheloe, eds., What You Don\u27t Know about Schools. New York: Palgrave Macmillan, 2006.

Explains why many Americans have bought into the now dominant regressive, oppressive, and anti-democratic educational policies supported by right-wing political groups; focuses on presumed threats to universal knowledge, to authority of colonial and racist powers, and to pedagogies of free inquiry