ABSTRACT
“A corpus of critical knowledge both in and outside the United States has evolved over the past 30 years,” noted Greg Dimitradis, Lois Weis, and Cameron McCarthy in the introduction to their 2006 edited volume Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple, “and this corpus can be traced in large part to Apple’s initial and continuing formulation of the problem” (p. 1).
