Andrew Gitlin
Biographic Data
| ID | 1130338 |
|---|---|
| NAME | Andrew Gitlin |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Gitlin |
| SIGNATURE | GITLIN A |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0002-6091-8492 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 66 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Educational critical theory: A path forward
This paper has three aims. First, to provide a critical history (to look back critically at the community you belong to) of the ECT (Educationalists that adopt a critical theory perspective) to see how the major contributors to this community developed their approach to critical theory with an educational emphasis and more specifically how they looked at the relation between economics (a Marxist approach) and culture. Second, with the major findi…
Capitalism-Culture and Educational Praxis: A Long Revolution
Capitalism-Culture and Educational Praxis: A Long Revolution
Transformative Learning: Suggestive Assumptions and Practices
This essay argues that most proposed forms for schooling learning are founded on assumptions associated with Normal Science. While most of these forms of school learning are inherently conservative, even the most well know approaches to transformative learning, such as critical pedagogy, are also beholden to the dictates of Normal Science. The limitations of Normal Science suggest a need for learning approaches that push against the limits of thi…
Power and Method: Political Activism and Educational Research
Power and Method demonstrates that political activism can and should be infused into the research process. Contesting the traditional assumptions that have dominated thinking about the nature and meaning of research--validity, objectivity and the researcher/subject relationship--the volume showcases alternative methods, enabling scholars to make a difference in the lives of classed, gendered and raced subjects and grapple honestly and openly with…
Liberal Politics in Radical Times: What to do About Class: A Review of Allan Ornstein, Class Counts: Education, Inequality and the Shrinking Middle Class
Class Counts is a radical departure from most, if not all, the writings of Allan Ornstein. Most of his previous work fits within the curriculum area of education. Although Class Counts considers ed
Cultivating the qualitative research borderlands: Educational poetics and the politics of inclusivity
Qualitative research has extended the boundaries of legitimate knowledge by including the insights of ‘subjects’, valuing the voices of groups that have been excluded from telling their stories, seeing the complex ways researchers may be positioned in relation to other research participants, and becoming more diverse in their views of validity and reliability. Gitlin argues that these extensions have been a powerful force in furthering a politics…
Inquiry, Imagination, and the Search for a Deep Politic
In this article, the author recommends that we consider how inquiry can facilitate the search for a deep politic. Using an epistemology that shifts between education and aesthetics, the search for a deep politic is based on our human potential to interrogate and (re)imagine everyday politics. By doing so, the author argues, it is possible to see anew and move beyond the status quo to the “not yet” without being completely immersed in the normativ…
Working the Pedagogical Borderlands: An African Critical Pedagogue Teaching Within an ESL Context
The global movement of people has increased the number of immigrant students in countries such as the United States and Canada. The number of immigrant teachers working with these students has also risen, especially those in English as a Second Language programs (ESL). Scholars have argued that the increase in immigrant teachers, and teachers of color more generally, along with pedagogies that draw from the personal and collective experiences of …
The Production of Margin and Center: Welcoming–Unwelcoming of Immigrant Students
The authors of this article investigated a middle school in the United States, named Kousanar, and documented how Mexicans, Bosnians, and other immigrants were caught in institutional practices that simultaneously welcomed and “unwelcomed” them. To explain this contradiction, their data suggest that particular discourses and forms of materiality, in part, motivated and encouraged individuals and groups to make certain decisions and act in certain…
Looking Again at Insider Knowledge: A Relational Approach to Knowledge Production and Assessment
In this article, the authors challenge historical relations of power, which have valued academic knowledge over the experiential knowledge of teachers and claim that such knowledge is valuable and should be seen as legitimate. At the same time, though, they argue that there is a need to assess the knowledge produced by teachers and academics and offer a conceptual apparatus for conducting such assessments. According to the authors, assessment nee…
Pre-service teachers’ thinking on research: Implications for inquiry oriented teacher education
The Political Aspect of Reform: Teacher Resistance as Good Sense
This article provides a careful reading of what we refer to as the school change literature. Focusing on some of the prominent scholars within this tradition -- Havelock, Huberman, Miles, Sarason, Fullan, Hargreaves, and Rosenholtz -- we use empirical evidence from a case study of site-based decision making to argue that the emphasis within this tradition on promoting teacher engagement in reform endeavors obscures the political insights of those…
Teachers' Voices for School Change: An Introduction to Educative Research
The debate over theory and practice which has raged in education over the past few years has increasingly placed the interests of education academics and those of teachers in schools in opposition. While the fostering of better relations between institutions of higher education and schools may smooth the surface, deeper questions of who is an expert and what constitutes educational knowledge remain untouched. This book describes an alternative ap…
The politics of method: From leftist ethnography to educative research
In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the meth…
Toward educative communities: Teacher education and the quest for the reflective practitioner
The current effort to reform teacher education around the aim of developing reflective teachers is unlikely to make a significant difference unless it is tied to a larger project that challenges the training orientation that dominates our understanding of teaching and schooling. The authors argue that the development of educative communities, based upon an ethic of caring and the establishment of dialogicalrelations, can serve as such an ideal. A…
Teachers' Work
Supervision, Reflection, and Understanding: A Case for Horizontal Evaluation
Horizontal Evaluation: An Approach to Student Teacher Supervision
The Production of Margin and Center: Welcoming–Unwelcoming of Immigrant Students
The authors of this article investigated a middle school in the United States, named Kousanar, and documented how Mexicans, Bosnians, and other immigrants were caught in institutional practices that simultaneously welcomed and “unwelcomed” them. To explain this contradiction, their data suggest that particular discourses and forms of materiality, in part, motivated and encouraged individuals and groups to make certain decisions and act in certain…
The Political Aspect of Reform: Teacher Resistance as Good Sense
This article provides a careful reading of what we refer to as the school change literature. Focusing on some of the prominent scholars within this tradition -- Havelock, Huberman, Miles, Sarason, Fullan, Hargreaves, and Rosenholtz -- we use empirical evidence from a case study of site-based decision making to argue that the emphasis within this tradition on promoting teacher engagement in reform endeavors obscures the political insights of those…
Pre-service teachers’ thinking on research: Implications for inquiry oriented teacher education
The politics of method: From leftist ethnography to educative research
In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the meth…
Horizontal Evaluation: An Approach to Student Teacher Supervision
Working the Pedagogical Borderlands: An African Critical Pedagogue Teaching Within an ESL Context
The global movement of people has increased the number of immigrant students in countries such as the United States and Canada. The number of immigrant teachers working with these students has also risen, especially those in English as a Second Language programs (ESL). Scholars have argued that the increase in immigrant teachers, and teachers of color more generally, along with pedagogies that draw from the personal and collective experiences of …
Toward educative communities: Teacher education and the quest for the reflective practitioner
The current effort to reform teacher education around the aim of developing reflective teachers is unlikely to make a significant difference unless it is tied to a larger project that challenges the training orientation that dominates our understanding of teaching and schooling. The authors argue that the development of educative communities, based upon an ethic of caring and the establishment of dialogicalrelations, can serve as such an ideal. A…
Inquiry, Imagination, and the Search for a Deep Politic
In this article, the author recommends that we consider how inquiry can facilitate the search for a deep politic. Using an epistemology that shifts between education and aesthetics, the search for a deep politic is based on our human potential to interrogate and (re)imagine everyday politics. By doing so, the author argues, it is possible to see anew and move beyond the status quo to the “not yet” without being completely immersed in the normativ…
Horizontal Evaluation: An Approach to Student Teacher Supervision
Supervision, Reflection, and Understanding: A Case for Horizontal Evaluation
Teachers' Work
The politics of method: From leftist ethnography to educative research
In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the meth…
Toward educative communities: Teacher education and the quest for the reflective practitioner
The current effort to reform teacher education around the aim of developing reflective teachers is unlikely to make a significant difference unless it is tied to a larger project that challenges the training orientation that dominates our understanding of teaching and schooling. The authors argue that the development of educative communities, based upon an ethic of caring and the establishment of dialogicalrelations, can serve as such an ideal. A…
Teachers' Voices for School Change: An Introduction to Educative Research
The debate over theory and practice which has raged in education over the past few years has increasingly placed the interests of education academics and those of teachers in schools in opposition. While the fostering of better relations between institutions of higher education and schools may smooth the surface, deeper questions of who is an expert and what constitutes educational knowledge remain untouched. This book describes an alternative ap…
The Political Aspect of Reform: Teacher Resistance as Good Sense
This article provides a careful reading of what we refer to as the school change literature. Focusing on some of the prominent scholars within this tradition -- Havelock, Huberman, Miles, Sarason, Fullan, Hargreaves, and Rosenholtz -- we use empirical evidence from a case study of site-based decision making to argue that the emphasis within this tradition on promoting teacher engagement in reform endeavors obscures the political insights of those…
Pre-service teachers’ thinking on research: Implications for inquiry oriented teacher education
Looking Again at Insider Knowledge: A Relational Approach to Knowledge Production and Assessment
In this article, the authors challenge historical relations of power, which have valued academic knowledge over the experiential knowledge of teachers and claim that such knowledge is valuable and should be seen as legitimate. At the same time, though, they argue that there is a need to assess the knowledge produced by teachers and academics and offer a conceptual apparatus for conducting such assessments. According to the authors, assessment nee…
Working the Pedagogical Borderlands: An African Critical Pedagogue Teaching Within an ESL Context
The global movement of people has increased the number of immigrant students in countries such as the United States and Canada. The number of immigrant teachers working with these students has also risen, especially those in English as a Second Language programs (ESL). Scholars have argued that the increase in immigrant teachers, and teachers of color more generally, along with pedagogies that draw from the personal and collective experiences of …
The Production of Margin and Center: Welcoming–Unwelcoming of Immigrant Students
The authors of this article investigated a middle school in the United States, named Kousanar, and documented how Mexicans, Bosnians, and other immigrants were caught in institutional practices that simultaneously welcomed and “unwelcomed” them. To explain this contradiction, their data suggest that particular discourses and forms of materiality, in part, motivated and encouraged individuals and groups to make certain decisions and act in certain…
Inquiry, Imagination, and the Search for a Deep Politic
In this article, the author recommends that we consider how inquiry can facilitate the search for a deep politic. Using an epistemology that shifts between education and aesthetics, the search for a deep politic is based on our human potential to interrogate and (re)imagine everyday politics. By doing so, the author argues, it is possible to see anew and move beyond the status quo to the “not yet” without being completely immersed in the normativ…
Liberal Politics in Radical Times: What to do About Class: A Review of Allan Ornstein, Class Counts: Education, Inequality and the Shrinking Middle Class
Class Counts is a radical departure from most, if not all, the writings of Allan Ornstein. Most of his previous work fits within the curriculum area of education. Although Class Counts considers ed
Cultivating the qualitative research borderlands: Educational poetics and the politics of inclusivity
Qualitative research has extended the boundaries of legitimate knowledge by including the insights of ‘subjects’, valuing the voices of groups that have been excluded from telling their stories, seeing the complex ways researchers may be positioned in relation to other research participants, and becoming more diverse in their views of validity and reliability. Gitlin argues that these extensions have been a powerful force in furthering a politics…
Transformative Learning: Suggestive Assumptions and Practices
This essay argues that most proposed forms for schooling learning are founded on assumptions associated with Normal Science. While most of these forms of school learning are inherently conservative, even the most well know approaches to transformative learning, such as critical pedagogy, are also beholden to the dictates of Normal Science. The limitations of Normal Science suggest a need for learning approaches that push against the limits of thi…
Power and Method: Political Activism and Educational Research
Power and Method demonstrates that political activism can and should be infused into the research process. Contesting the traditional assumptions that have dominated thinking about the nature and meaning of research--validity, objectivity and the researcher/subject relationship--the volume showcases alternative methods, enabling scholars to make a difference in the lives of classed, gendered and raced subjects and grapple honestly and openly with…
Capitalism-Culture and Educational Praxis: A Long Revolution
Capitalism-Culture and Educational Praxis: A Long Revolution
Educational critical theory: A path forward
This paper has three aims. First, to provide a critical history (to look back critically at the community you belong to) of the ECT (Educationalists that adopt a critical theory perspective) to see how the major contributors to this community developed their approach to critical theory with an educational emphasis and more specifically how they looked at the relation between economics (a Marxist approach) and culture. Second, with the major findi…
Sociology (15 works) · Pedagogy (11 works) · Political science (10 works) · Psychology (9 works) · Epistemology (7 works) · Law (7 works) · Politics (7 works) · Educator Training and Historical Pedagogy (6 works) · Law (6 works) · Mathematics education (6 works)