PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION

Getting to Where We Meant to Be

Working Toward the Educational World We Imagine/d

Paperback
October 2017
9781975500016
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  • Publisher
    Myers Education Press
  • Published
    24th October 2017
  • ISBN 9781975500016
  • Language English
  • Pages 220 pp.
  • Size 6" x 9"
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$42.95
Hardback
October 2017
9781975500009
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  • Publisher
    Myers Education Press
  • Published
    30th October 2017
  • ISBN 9781975500009
  • Language English
  • Pages 220 pp.
  • Size 6" x 9"
  • Request Exam Copy
$149.95
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March 2018
9781975500023
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  • Publisher
    Myers Education Press
  • Published
    30th March 2018
  • ISBN 9781975500023
  • Language English
  • Pages 220 pp.
  • Size 6" x 9"
$149.95
E-Book (ePub)
March 2018
9781975500030
More details
  • Publisher
    Myers Education Press
  • Published
    30th March 2018
  • ISBN 9781975500030
  • Language English
  • Pages 220 pp.
  • Size 6" x 9"
  • Request E-Exam Copy
$42.95

A 2018 AESA Critic's Choice Award Winner
A 2019 SPE Outstanding Book 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.

Perfect for courses such as: Social Foundations of Education, Political and Social Foundations of Education, Foundations of American Education, Policy Issues in American Education, Political Issues in American Education, Educational Policy Studies, Foundations of Education, Foundations of Education Policy, Intro to Curriculum Issues/Policy, American Education Policy and Reform, Introduction to American Education, Introduction to Education Theory and Policy, Contemporary Issues in American Education.

"As any preservice teacher can attest, interrogating our taken-for-granted assumptions about education, teaching, and learning is a fundamental proposition in becoming an effective, quality teacher. Hence, this practice is embedded in many preservice teacher education courses and programs, in the attempt to develop preservice teachers’ ability to think critically about teaching and learning. But what happens when preservice teachers move into the field and join the educational workforce? The practice of examining these assumptions remains crucial to the role and responsibilities of all stakeholders engaged in any education endeavor. Hinchey and Konkol’s (2018) book, Getting to Where We Meant to Be, supports this key stance, making a strong case for the importance of reevaluating assumptions that currently dominate the education landscape in the hopes of clearly articulating our goals and determining whether or not our actions are placing us on a path to successfully achieving them." (Read the full review HERE.)

Rachel Ginsburg for The Educational Forum (2020), 84:2, 194-196,

"The value of this book lies in its detailed analysis of common assumptions related to the various futures imagined for K-12 education. The authors treat each of the assumptions with an even hand and bring a variety of important research into the conversation. At a minimum, this book is useful for early-career educators looking to understand the complexity of the U.S. system of education. Also, this volume would serve as an invaluable resource to schools, districts, or systems looking to either consider future directions or to understand the implications of some of the broader policy changes. Finally, the volume is useful for professionals working in higher education, looking to understand more about the education that students receive before they are admitted to college. In each area, the evenhanded and accessible style of Hinchey and Konkel provides exceptional value."

Ryan Korstange, Middle Tennessee State University, Education Review, Vol. 27 (2020)

“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. ..." (Read the full review in Multicultural Education, Spring/Summer 2018, Vol 25, No. 3-4)

H. Prentice Baptiste and Mika C. Leck - New Mexico State University, Las Cruces

“Education is plagued with good intentions gone awry, particularly when the follow-through is framed by commonsensical assumptions that lack a sound research basis. Hinchey and Konkol paint a compelling and nuanced picture of exactly how this is happening in many core areas of schooling, and then offer concrete tools for reframing and reimagining. In this moment when too many so-called reforms are taking advantage of seductive rhetoric, educators and policy makers alike who are fortunate enough to pick up this book will find themselves at once enraptured, unsettled, and more hopeful.”

Kevin Kumashiro, Author of Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture

“In this provocative and compelling book, Pat Hinchey and Pamela Konkol challenge us to rethink assumptions about teaching, learning, and curriculum. Their powerful text details assumptions currently dominating neoliberal education reform as well as alternative perspectives, illuminating complexities
in critical issues that often go unexamined. Those who care about public education and the imperative of its deep potential need to read, contemplate, and take purposeful action prompted in Getting to Where We Meant to Be.

Brian D. Schultz, Professor and Chair of Teacher Education at Miami University

A Message from the Publisher

Preface

1. “You Have Arrived at Your Destination.” Oh, Really?
The Many Ways We Lose Our Way
The Many Ways We Lose Our Way in Schools
Where Do You Want to Go . . . and How Will You Get There?
Things to Think About
Things to Explore
Notes

2. What Are Schools for, Anyway?
Assumptions about the Goals of Public Schools
Frameworks for Goal Setting
Choices for Educators
Things to Think About
Things to Explore
Notes

3. Whither and Whence Curriculum?
Assumptions about Curriculum
Frameworks for Curriculum
Choices for Educators
Things to Think About
Things to Explore
Notes

4. What Does It Mean to Educate for Citizenship?
Assumptions about Educating for Citizenship
Frameworks for Citizenship Education
Choices for Educators
Things to Think About
Things to Explore
Notes

5. How Much Control Does a (Student) Body Need? 
Assumptions about Control in Schools
Frameworks for Disciplinary Policies
Choices for Educators
Things to Think About
Things to Explore
Notes

6. Reform? By Whom and for What?
Assumptions about Reform
Frameworks for Reform
Choices for Educators
Things to Think About
Things to Explore
Notes

7. The Way Forward . . .
This book invites readers to think deeply about their own intentions and to consider whether their actions are leading toward or away from their original goals—and to follow up with action. Those who feel encouraged because they seem to be on the right path might consider trying to persuade others to come along. Those who feel the need for a course correction might consider possible changes. No matter any individual’s specifically intended destination, no step in the right direction is too small to be worth the effort.
Notes

Index

Patricia H. Hinchey

Patricia H. Hinchey is Professor Emerita of Education at Penn State, where she taught a wide variety of undergraduate and graduate courses and frequently conducted professional development workshops for both K-12 and higher education educators. She is also a Fellow with the National Education Policy Center at the University of Colorado, Boulder. She is author or co-author of six texts, editor or co-editor of several more, and she has also published numerous journal articles.

Pamela J. Konkol

Pamela J. Konkol is a professor of educational foundations, social policy, and research and the founding director of the Center for Policy Studies and Social Justice at Concordia University Chicago. She currently serves as an Executive Officer for the American Educational Studies Association. She holds a PhD in Policy Studies in Urban Education and an MEd in Curriculum Studies from the University of Illinois at Chicago, and a BS in Communication/Cultural Studies and Women’s Studies from Northwestern University.

Social Foundations of Education, Educational Policy Studies, Contemporary Issues in American Education, American Education Policy and Reform, Political Issues in American Education