I loved this quote, p.36:

“Listening for the particularities of students in a classroom highlights the improtance of going beyond unitary catogories such as race, class, gender, sexuality, ability and (dis)ability.”

p.36

“the manner in which the machinery of instruction bears upon the child…really controls the whole system.”

1902, cited in Tyack and Cuban, Tinkering toward Utopia (1995).

The winter edition of Souls opens with this quote from W.E.B. Du Bois:

We are prisoners of propaganda. The people of the United States have become completely sold to that method of conducting industry which has been so powerful and triumphant in the world for two centuries that Americans regard it as the only normal way of life. We regard the making of things and their purchase and sale for private profit as the chief end of living. We look on painting and poetry as harmless play. We regard literature as valuable only as handmaiden to industry. We teach business as a science when it is only an art of legal theft. We regard advertising as a profession when it teaches the best way to lie. We consider the unselfish sacrifice of one to the progress of all as wasted effort. Wealth is the height of human ambition even when we have no idea how to spend it, except to make more wealth or to waste it in harmful or useless ostentation. We want high profits and high wages even if most of the world starves.

Putting aside questions of right, and suspecting all our neighbors as being as selfish as we ourselves are, we have adopted a creed of wholesale selfishness. We believe that, if all people work for thier own selfigh advantage, the whole world will be the best of possible worlds. This is the rat race upon which we are set, and we are suspicious and afraid of folk who oppose this program, and plead for the old kindliness, the new use of power and machine for the good of the unfortunate and the welfare of all the world of every race and color.

Essay entitled “The Negro and Socialism” 1958.

Article by Zeichner/Conklin (2005) cites the following in describing the shape of teacher education programs:

“The dominance of a given program structure at a particular historical moment depends as much on compelling social forces as it does on the demonstrated strengths or weaknesses of the form itself.”

Feiman-Namser (1990, p.229)