School Trouble

What is the trouble with schools and why should we want to make ‘school trouble’? Schooling is implicated in the making of educational and social exclusions and inequalities as well as the making of particular sorts of students and teachers. For this reason schools are important sites of counter- or radical- politics. In this book, Deborah Youdell brings together theories of counter-politics and radical traditions in education to make sense of the politics of daily life inside schools and explores a range of resources for thinking about and enacting political practices that make ‘school trouble’. The book offers a solid introduction to the much-debated issues of ‘intersectionality’ and the limits of identity politics and the relationship between schooling and the wider policy and political context. It pieces together a series of tools and tactics that might destabilize educational inequalities by unsettling the knowledges, meanings, practices, subjectivities and feelings that are normalized and privileged in the ‘business as usual’ of school life. Engaging with curriculum materials, teachers’ lesson plans and accounts of their pedagogy, and ethnographic observations of school practices, the book investigates a range of empirical examples of critical action in school, from overt political action pursued by educators to day-to-day pedagogic encounters between teachers and students. The book draws on the work of Michel Foucault, Judith Butler, Ernesto Laclau and Chantel Mouffe, and Gilles Deleuze and Felix Guattari to make sense of these practices and identify the political possibilities for educators who refuse to accept the everyday injustices and wide-reaching social inequalities that face us. School Trouble appears at a moment of political and economic flux and uncertainty, and when the policy moves that have promoted markets and private sector involvement in education around the globe have been subject to intense scrutiny and critique. Against this backdrop, renewed attention is being paid to the questions of how politics might be rejuvenated, how societies might be made fair, and what role education might have in pursing this. This book makes an important intervention into this terrain. By exploring a politics of discourse, an anti-identity politics, a politics of feeling, and a politics of becoming, it shows how the education assemblage can be unsettled and education can be re-imagined. The book will be of interest to advanced undergraduate and postgraduate students and scholars in the fields of education, sociology, cultural studies, and social and political science as well as to critical educators looking for new tools for thinking about their practice.

Come for a visit in Bear Country with this classic First Time Book® from Stan and Jan Berenstain. Brother isn’t doing his schoolwork, and it’s starting to catch up with him. Now that he got a bad grade on his quiz, how is he going to tell Mama and Papa? This beloved story is a perfect way to teach children about responsibility and the importance of doing your schoolwork.

The kids in Ms. Frizzle's class are getting ready for the Wild Weather Show. To prepare, they take a field trip to the Weatherama Amusement Park. The class finds out just how wild weather can be when they accidentally fly right into a powerful tornado.

What is the trouble with schools and why should we want to make ‘school trouble’? Schooling is implicated in the making of educational and social exclusions and inequalities as well as the making of particular sorts of students and teachers. For this reason schools are important sites of counter- or radical- politics. In this book, Deborah Youdell brings together theories of counter-politics and radical traditions in education to make sense of the politics of daily life inside schools and explores a range of resources for thinking about and enacting political practices that make ‘school trouble’. The book offers a solid introduction to the much-debated issues of ‘intersectionality’ and the limits of identity politics and the relationship between schooling and the wider policy and political context. It pieces together a series of tools and tactics that might destabilize educational inequalities by unsettling the knowledges, meanings, practices, subjectivities and feelings that are normalized and privileged in the ‘business as usual’ of school life. Engaging with curriculum materials, teachers’ lesson plans and accounts of their pedagogy, and ethnographic observations of school practices, the book investigates a range of empirical examples of critical action in school, from overt political action pursued by educators to day-to-day pedagogic encounters between teachers and students. The book draws on the work of Michel Foucault, Judith Butler, Ernesto Laclau and Chantel Mouffe, and Gilles Deleuze and Felix Guattari to make sense of these practices and identify the political possibilities for educators who refuse to accept the everyday injustices and wide-reaching social inequalities that face us. School Trouble appears at a moment of political and economic flux and uncertainty, and when the policy moves that have promoted markets and private sector involvement in education around the globe have been subject to intense scrutiny and critique. Against this backdrop, renewed attention is being paid to the questions of how politics might be rejuvenated, how societies might be made fair, and what role education might have in pursing this. This book makes an important intervention into this terrain. By exploring a politics of discourse, an anti-identity politics, a politics of feeling, and a politics of becoming, it shows how the education assemblage can be unsettled and education can be re-imagined. The book will be of interest to advanced undergraduate and postgraduate students and scholars in the fields of education, sociology, cultural studies, and social and political science as well as to critical educators looking for new tools for thinking about their practice.

“Henry Smith’s father told him that if you build your house far enough away from Trouble, then Trouble will never find you.” But Trouble comes careening down the road one night in the form of a pickup truck that strikes Henry’s older brother, Franklin. In the truck is Chay Chouan, a young Cambodian from Franklin’s preparatory school, and the accident sparks racial tensions in the school—and in the well-established town where Henry’s family has lived for generations. Caught between anger and grief, Henry sets out to do the only thing he can think of: climb Mt. Katahdin, the highest mountain in Maine, which he and Franklin were going to climb together. Along with Black Dog, whom Henry has rescued from drowning, and a friend, Henry leaves without his parents’ knowledge. The journey, both exhilarating and dangerous, turns into an odyssey of discovery about himself, his older sister, Louisa, his ancestry, and why one can never escape from Trouble.

The genius of New Yorker cartoonist George Booth's illustrations and Kate McMullan's storytelling comes together for a classic back-to-school gem.

American schools of education get little respect. They are portrayed as intellectual wastelands, as impractical and irrelevant, as the root cause of bad teaching and inadequate learning. In this book a sociologist and historian of education examines the historical developments and contemporary factors that have resulted in the unenviable status of ed schools, offering valuable insights into the problems of these beleaguered institutions. David F. Labaree explains how the poor reputation of the ed school has had important repercussions, shaping the quality of its programs, its recruitment, and the public response to the knowledge it offers. He notes the special problems faced by ed schools as they prepare teachers and produce research and researchers. And he looks at the consequences of the ed school’s attachment to educational progressivism. Throughout these discussions, Labaree maintains an ambivalent position about education schools--admiring their dedication and critiquing their mediocrity, their romantic rhetoric, and their compliant attitudes.

It's Bella's first day at her new school and, lucky for her, she's already got a best friend who will be in the same class – Magda! Bella is determined to make a good impression, but with Magda around, things don't always go according to plan. By the time she arrives, she's already drenched in yoghurt and marmalade, and things are about to get much, much worse. With laugh-out-loud funny writing by Chris Higgins with delightful illustrations by the award-winning Emily MacKenzie, this series is perfect for fans of Kes Gray's Daisy books and the classic My Naughty Little Sister.