ABSTRACT
In a number of recent books, I have critically analyzed the ways in which neoliberal and neoconservative ideological movements have transformed our common sense. In the process, I have examined a range of proposals for educational “reform” such as marketization, standards, national and statewide curricula, and national and statewide testing. As I have demonstrated, even with the (supposedly) good intentions of the proponents of many of these kinds of proposals, in the long run these policies may actually exacerbate inequalities, especially around class and race. Furthermore, they may paradoxically cause us both to mis-recognize what actually causes difficult social and educational problems and to miss some important democratic alternatives that may offer more hope in the long run (see, e.g., Apple, 2000, 2001; Apple & Beane, 1995, 1999).
