Dr. Ross is interested in the influence of social and
institutional contexts on teachers’ practice as
well as the role of curriculum and teaching in building
a democratic society in the face of antidemocratic impulses
of greed, individualism, and intolerance.
In recent years he has examined the influence of the
educational standards and high-stakes testing movements
on curriculum and teaching. His most recent research
investigates the surveillance-based and spectacular
conditions of (post)modern schools and society in an
effort to develop both a radical critique of the “disciplinary
gaze” and a means by which teachers, students
and other stakeholders might resist its various conformative,
anti-democratic, anti-collective, and oppressive potentialities.
Dr. Ross is a co-founder of The
Rouge Forum, a group of educators, parents, and
students seeking a democratic society. He is also a
General Editor of Workplace:
A Journal for Academic Labor and Co-Editor of Cultural
Logic.
A former secondary social studies (grades 8-12) and
day care teacher in North Carolina and Georgia, Dr.
Ross was Distinguished University Scholar and Chair
of the Department of Teaching at the University of Louisville
prior to his arrival at UBC in 2004. He has also been
a faculty member at the State University of New York
campuses at Albany and Binghamton.
Selected Recent Publications
Books, Monographs & Journal Issues
Ross E. W., & Pang, V. O. (Eds.). (2006). Race,
ethnicity, and education (Volumes 1-4). Westport,
CT: Praeger. Online
Ross, E. W. (Ed.). (2006). The social studies curriculum:
Purposes, problems, and possibilities (3rd. Ed.).
Albany: State University of New York Press. Online
Ross, E. W., & Gibson, R. (Eds.). (2006). Neoliberalism
and educational reform. Cresskill, NJ: Hampton
Press.
Ross, E. W., & Marker, P. M. (Eds.). (2005). Social
studies: Wrong, right, or left? A Critical Analysis
of the Fordham Foundation’s Where Did Social Studies
Go Wrong? The Social Studies, 96(4/5).
Ross, E. W. (General Editor). (2004). Defending
public schools (Volumes 1-4). Westport, CT: Praeger.
Online
Gabbard, D. A., & Ross, E. W. (Eds.). (2004).
Defending public schools: Education under the security
state. Westport, CT: Praeger.
Mathison, S., & Ross, E. W. (Eds.). (2004).
Defending public schools: The nature and limits of
standards based reform and assessment. Westport,
CT: Praeger.
Kesson, K., & Ross, E. W. (Eds.). (2004). Defending
public schools: Teaching for a democratic society.
Westport, CT: Praeger.
Vinson, K. D., & Ross, E. W. (Eds.). (2004).
Defending public schools: Curriculum continuity
and change in the 21st century. Westport, CT:
Praeger.
Vinson, K. D., & Ross, E. W. (2003). Image
and education: Teaching in the face of the new disciplinarity.
New York: Peter Lang. Online
Ross, E. W. (Ed.). (2003, July). Building a K-16 Movement.
Workplace: The Journal for Academic Labor, 5(2).
Online
Hursh, D. W., & Ross, E. W. (Eds.). (2000). Democratic
social education: Social studies for social change.
New York: RoutledgeFalmer. Online
Book Chapters & Journal Articles
Ross, E. W., & Vinson, K. D. (in press). Social
justice requires a revolution of everyday life. In R.
L. Allen, M. Pruyn, & C. A. Rossatto (Eds.),
Reinventing critical pedagogy. Lanham, MD: Rowman
& Littlefield.
Ross, E. W., & Marker, P. M.. (2005, July/August).
Social studies: Wrong, right or left? A critical analysis
of the Fordham Foundation’s 'Where Did Social
Studies Go Wrong?' (Part I). The Social Studies,
96(4), 139-142.
Ross, E. W., & Marker, P. M. (2005, September/October).
Social studies: Wrong, right or left? A critical analysis
of the Fordham Foundation’s 'Where Did Social
Studies Go Wrong?’ (Part II). The Social Studies,
96(5), 187 - 188.
Ross, E. W. (2005). Down from the tower and into the
fray: Adventures in writing for the popular press. In
M. S. Crocco (Ed.), Social studies and the press:
Keeping the beast at bay (pps., 245-261). Greenwich,
CT: Information Age.
Ross, E. W., Gabbard, D., Kesson, K., Mathison, S.,
& Vinson K. D. (2005). Saving public education—saving
democracy. Public Resistance, 1(1). Online
http://www.publicresistance.org/journals/1.1-1SavingPublicEd.htm
Ross, E. W., & Marker, P. (2005). (If social studies
is wrong) I don’t want to be right. Theory
and Research in Education, 33(1), 142-151.
Ross, E. W. (2004). Social studies and critical thinking.
In J. L. Kincheloe & D. Weil (Eds.), Critical
thinking and learning: An encyclopedia for parents and
teachers (pp. 383-388). Westport, CT: Greenwood
Press. Online
Ross, E. W. (2004). Negotiating the politics of citizenship
education. PS: Political Science and Politics, 37(2),
249-251 Online
Queen, G., Ross, E. W., Gibson, R., & Vinson, K.
D. (2003, July). “I participate, you participate,
we participate…they profit, but let’s change
things”: Building a K-16 movement for progressive
educational reform. Workplace: The Journal for Academic
Labor, 5(2). Online
Ross, E. W. (2003, March). School segregation redux.
Z Magazine, 16(3), 48-50. Online
Vinson, K. D., & Ross, E. W. (2003). Controlling
images: Surveillance, spectacle, and the power of high-stakes
testing. In K. J. Saltman & D. Gabbard (Eds.), Education
as enforcement (pp. 241-257). New York: Routledge.
Mathison, S., & Ross, E. W. (2002, October). The
hegemony of accountability. Workplace: The Journal
for Academic Labor, 5(1). Online
Ross, E. W. (2001, July/August). Resisting the tyranny
of tests. Z Magazine, 14(7/8), 83-88. Online
Vinson, K. D., & Ross, E. W. (2001). Education
and the new disciplinarity: Surveillance, spectacle,
and the case of standards-based educational reforms.
Cultural Logic: Marxist Theory & Practice, 4(1).
Online
|
