Others and the Problem of Community

References

• Abowitz, K. K. (2000). Making meaning of community in an American high school: A feminist‐pragmatist critique of the liberal‐communitarian debates. Cresskill, NJ: Hampton Press.
   Google Scholar
• Allen, T. (2000). Creating community in your classroom. The Education Digest, 65(7), 23–27.
   Google Scholar
• Apple, M. (1997). What postmodernists forget: Cultural capital and official knowledge. In A. H. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education: Culture, economy, society (pp. 595–604). Oxford: Oxford University Press.
   Google Scholar
• Arnot, M., & Dillabough, J. (1999, Summer). Feminist politics and democratic values in education. Curriculum Inquiry, 29(2), 159–189.
   Google Scholar
• Arthur, J., With Bailey, R. (2000). Schools and Community: The Communitarian Agenda in Education. London and New York: Falmer Press.
   Google Scholar
• Beatty, N. (2000). The emotions of educational leadership: Breaking the silence. International Journal of Educational Leadership, 3, 331–358.
   Google Scholar
• Beck, U. (1998). Democracy without enemies (Mark Ritter, Trans.). Cambridge, UK: Polity Press.
   Google Scholar
• Blackmore, J. (1996). Doing “emotional labour” in the education market place: Stories from the field of women in management. Discourse: Studies in the Cultural Politics of Education, 17, 337–349.
   Google Scholar
• Bodine, R. J., & Crawford, D. K. (1999). Developing emotional intelligence: A guide to behavior management and conflict resolution in schools. Champaign, IL: Research Press.
   Google Scholar
• Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge.
   Google Scholar
• Boyle‐Baise, M. (1999). Bleeding boundaries or uncertain center? A historical exploration of multicultural education. Journal of Curriculum and Supervision, 14(3), 191–215.
   Google Scholar
• Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: MIT Press.
   Google Scholar
• Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289–325). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Calderwood, P. E. (2000). Learning community: Finding common ground in difference. New York: Teachers College Press.
   Google Scholar
• Castel, R. (1991). From dangerousness to risk. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 281–298). Chicago: University of Chicago Press.
   Google Scholar
• Cherniss, C., & Goleman, D. (Eds.). (2001). The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations. San Francisco: Jossey‐Bass.
   Google Scholar
• Cooper, R., & Sawaf, A. (1997). Executive EQ: Emotional intelligence in leadership and organizations. New York: Putnum.
   Google Scholar
• Dirkx, J. M. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. New Directions for Adult and Continuing Education, 89, 63–72.
   Google Scholar
• Etzioni, A. (2000). The third way to a good society. London: Demos.
   Google Scholar
• Etzioni, A. (Ed.). (1995). New communitarian thinking: Persons, virtues, institutions, and communities. Charlottesville: University Press of Virginia.
   Google Scholar
• Fine, M., Weis, L., & Powell, L. C. (1997). Communities of difference: A critical look at desegregated spaces created for and by youth. Harvard Educational Review, 67(2), 247–284.
   Google Scholar
• Foucault, M. (1980). Body/power. In Power/Knowledge: Selected interviews and other writings, 1972–1977 (pp. 55–62). New York: Pantheon.
   Google Scholar
• Furman, G. C. (1998). Postmodernism and community in schools: Unraveling the paradox. Educational Administration Quarterly, 34(3), 298–328.
   Google Scholar
• Gee, J. P. (2000). Communities of practice in the new capitalism. The Journal of the Learning Sciences, 9(4), 515–523.
   Google Scholar
• Goldstein, L. S. (1998). Teaching with love: A feminist approach to early childhood education. New York: Peter Lang.
   Google Scholar
• Goldstein, L. S. (2002). Reclaiming caring in teaching and teacher education. New York: Peter Lang.
   Google Scholar
• Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
   Google Scholar
• Guarasci, R., & Cornwell, G. H. (1997). Democratic education in an age of difference: Redefining citizenship in higher education. San Francisco: Jossey‐Bass.
   Google Scholar
• Gutmann, A., & Thompson, D. (1996). Democracy and disagreement. Cambridge, MA: Belknap Press of Harvard University Press.
   Google Scholar
• Hacking, I. (1990). The taming of chance. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Halsey, A. H., Lauder, H., Brown, P., & Wells, A. S. (Eds.). (1997). Education: Culture, economy, society. Oxford: Oxford University Press.
   Google Scholar
• Hargreaves, A. (1998a). The emotional practice of teaching. Teaching and Teacher Education, 14, 835–854.
   Google Scholar
• Hargreaves, A. (1998b). The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership in Education, 1, 315–336.
   Google Scholar
• Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16, 811–826.
   Google Scholar
• Hooks, B. (2003). Teaching community: A pedagogy of hope. New York: Routledge.
   Google Scholar
• Keiffer‐Barone, S. (2005). Activities introduce principals to community building. Journal of Staff Development, 26(1), 67.
   Google Scholar
• Laclau, E. (1992). Universalism, particularism, and the question of identity. October , 61, 83–90.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
   Google Scholar
• Lorde, A. (1984). Sister outsider. Freedom, CA: Crossing Press.
   Google Scholar
• McCarthy, C. (1990). Race and curriculum: Social inequality and the theories and politics of difference in contemporary research on schooling. New York: Falmer Press.
   Google Scholar
• McCarthy, C. (1995). The problem with origins: Race and the contrapuntal nature of the educational experience. In C. E. Sleeter & P. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 245–268). Albany: State University of New York Press.
   Google Scholar
• McLaren, P. (1997). Multiculturalism and the postmodern critique: Toward a pedagogy of resistance and transformation. In A. H. Halsey, H. Lauder, P. Brown, & A. S. Wells (Eds.), Education: Culture, economy, society (pp. 520–540). Oxford: Oxford University Press.
   Google Scholar
• Merz, C., & Furman, G. (1997). Community and schools: Promise and paradox. New York: Teachers College Press.
   Google Scholar
• Miele, C. (2004). Building community by embracing diversity. Community College Journal of Research and Practice, 28, 133–140.
   Google Scholar
• Mouffe, C. (1992). Citizenship and political identity. October , 61, 28–32.
   Google Scholar
• Noddings, N. (1995). Care and moral education. In W. Kohli (Ed.), Critical conversations in philosophy of education (pp. 137–148). New York: Routledge.
   Google Scholar
• Noddings, N. (1996). On community. Educational Theory, 46, 245–267.
   Google Scholar
• Popkewitz, T. S. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher. New York: Teachers College Press.
   Google Scholar
• Popkewitz, T. S., & Bloch, M. (2001). Administering freedom: A history of the present: Rescuing the parent to rescue the child for society. In K. Hultqvuist & G. Dahlberg (Eds.), Governing the child in the new millennium (pp. 85–118). New York: RoutledgeFalmer.
   Google Scholar
• Redding, S. (2001). The community of the school. In S. Redding & L. G. Thomas (Eds.), The community of the school (pp. 1–24). Lincoln, IL: The Academic Development Office.
   Google Scholar
• Redding, S., & Thomas, L. G. (2001). The community of the school. Lincoln, IL: The Academic Development Office.
   Google Scholar
• Retallick, J., Cocklin, B., & Coombe, K. (Eds.). (1999). Learning communities in education: Issues, strategies, and contexts. London and New York: Routledge.
   Google Scholar
• Rico, S. A., & Shulman, J. H. (2004). Invertebrates and organ systems: Science instruction and “Fostering a Community of Learners.” Journal of Curriculum Studies, 36(2), 159–181.
   Google Scholar
• Rose, N. (1989). Governing the soul: The shaping of the private self. New York: Routledge.
   Google Scholar
• Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Rose, N. (2000). Community, citizenship, and the third way. The American Behavioral Scientist, 43(9), 1395–1411.
   Google Scholar
• Salomone, R. C. (2000). Visions of schooling: Conscience, community, and common education. New Haven, CT: Yale University Press.
   Google Scholar
• Scott, J. (1992). Multiculturalism and the politics of identity. October , 61, 12–19.
   Google Scholar
• Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey‐Bass.
   Google Scholar
• Shields, C. (2000). Learning from difference: Considerations for schools as communities. Curriculum Inquiry, 30(3), 275–294.
   Google Scholar
• Shulman, L. S., & Sherin, M. G. (2004). Fostering communities of teachers as learners: Disciplinary perspectives. Journal of Curriculum Studies, 36(2), 135–140.
   Google Scholar
• Skutnabb‐Kangas, T. (1990). Legitimating or delegitimating new forms of racism—the role of researchers. Journal of Multilingual and Multicultural Development 11(1–2), 77–100.
   Google Scholar
• Stone, L. (1993). Disavowing community. In H. Alexander (Ed.), Philosophy of education: 1992 (pp. 93–101). Normal: Illinois State University Press.
   Google Scholar
• Tierney, W. G. (1993). Building communities of difference. Toronto: OISE Press.
   Google Scholar
• Tönnies, F. (18871957). Community and society (C. P. Loomis, Trans.). East Lansing: Michigan State University Press.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Williams, R. (19761983). Keywords: A vocabulary of culture and society (rev. ed.). New York: Oxford University Press.
   Google Scholar
• Young, I. (1986). The ideal of community and the politics of difference. Social Theory and Practice, 12(1), 1–25.
   Google Scholar
• Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
   Google Scholar
• Zembylas, M. (2005). Teaching with emotion: A postmodern enactment. Greenwich, CT: Information Age Publishing.
   Google Scholar