ABSTRACT
Throughout this book my arguments have centered on the complex ways in which ideology works in education. As I have documented, issues of power are at the very core of our understanding (and mis-understanding) of the realities of curriculum, pedagogy, and evaluation and about who gets helped and hurt by our commonsense assumptions about education. Common sense is complicated. As I have documented at much greater length elsewhere,1 it has contradictory impulses and contains element of both “good sense” and “bad sense.” This means that the ways in which ideological tensions are worked out and the ways in which hegemonic relations are constituted, reconstituted, and challenged will themselves be quite complex and will change given new historical realities.
