Ideology and Curriculum

by Michael W. Apple

When Ideology and Curriculum was first published in 1979 it was quickly established as a path breaking statement on the relationship between cultural and economic power in education. It has been translated into many languages including Chinese, Japanese, Korean, Spanish, Portuguese, and Greek, and it has had a profound impact on the debates about education and democracy in many nations. Most recently, it has been named one of the 20 most influential volumes in the history of western education.

To celebrate the 25th anniversary of its publication, Michael W. Apple has thoroughly updated his influential text, and written a new preface. The preface both situates the book in its larger context historically and currently, and points to the material and events that help solve a number of the questions and issues of the relationship between education and differential power that the book raises. The new edition also includes an extended interview circa 2001, in which Apple relates the critical agenda outlined in Ideology and Curriculum to the more contemporary conservative climate. Finally, a new chapter titled "Pedagogy, Patriotism and Ideology and Education After 9/11" is also included. All in all, this highly anticipated anniversary edition will firmly situate Ideology and Curriculum as one of the most important education books of our time.

Genres: Education, Nonfiction, Academic, Politics, Sociology, Social Justice, Teaching

252 pages, Paperback

First published January 1, 1979

About the author

Michael W. Apple is the John Bascom Professor of Education at the University of Wisconsin, Madison. A former primary and secondary school teacher and past-president of a teachers union, he has worked with educators, unions, dissident groups, and governments throughout the world to democratize educational research, policy, and practice.

Reviews

[Benjamin Gleason]

Very important reading for any teacher, especially those who teach in urban, aka "diverse", schools.

This book is pretty dense-- a structuralist conception of the influence of the economy and society on education, and he uses a neo-Marxist lens to interpret how knowledge is selected by dominant groups (mostly based on economic and cultural capital) and that, as in any system, the losers are "naturally" selected. Think of any class you´ve ever been in and think how certain students seem to "naturally" do well and how others, despite their best effort, just didn´t get it...

For Apple, this is the result of our hegemonic ideology enacted in our schools, and to change it will not be as easy as instituting a political reform-- to ensure access and engagement for all our students we have to critically understand whose knowledge is valued, what society gains from reproduction of this knowledge, and whether this benefits all people equally...

That´s what I took from it. This is a pretty tough read, but worth it-- actually made me realize we didn´t read that much explicitly radical (politically speaking) material and we should have.

[Tim Kruse]

This is the type of book a curriculum work should be. It is filled with challenging theories and ideas that push the limits of educators who have filled their minds with the cliche understandings of the current system. This has the potential to change the way one teaches and understands, but some are critical of this work because of Apple's extreme leftist point of view. Skip this book if you are not open-minded.

[Bob]

Talks a lot about hegemony and ideology and how easily we are lured into the distorted belief systems of capitalist hyper consumer culture.

[Joe]

Interesting perspective; I'm just not a subscriber. With all of Apple's call for clarity, it was one thing that he was not.

[Sue Hatton]

Apple is passionate and steadfast in his aim of equality and equity within the educational sphere. If you ever hear him speak, this becomes obvious. This work acts as a fulcrum for his other book.

[Jonathan Lothspeich]

As far as content goes, I think this book deserves a 4 or a 5 star rating. However, the writing style is so convoluted and circumloquacious that it really turned me off and I felt my eyes glaze over regularly while reading. Ironically, the 8th chapter of the book is about how scientific language is a cheap tool to legitimize knowledge and the author is using technical language throughout the book! Definitely worth a read as an educator because the subject matter is very eye-opening, but I don't really see myself recommending the whole book to someone just on the basis of how borderline unreadable it is.

[Noa]

Helpful perspective -- squarely cultural theories, but he is looking at historical curriculum and instruction.
When he speaks in his own voice (the interviews at the end), he is pretty damning and very specific to what current events politically have meant to the nation and world (the polarization of the right and the central pull the left is engaging it as a result).
He doesn't mince words. His clarity is at the forefront.

[Anita]

3.5 stars

[Justin Leroux]

"Here knowledge is power, but primarily in the hands of those who have it already, who already control cultural capital as well as economic capital"

[Andrew Jones]

Well, it did what it set forth to do.

[Ron Orr]

Many good points as to what we teach and why. Definitely makes one rethink national/state standards.

[Patrick]

Eye-opening introduction to the field of education.

[Anda Pearson]

You know it’s getting bleak when Micheal Apple is your newest celebrity crush. Love love loveeee his insights. Currently trying to absorb everything he’s written before I loose open access 🥲

[Sarah]

I so enjoyed this read. It is engaging, thought provoking, and critically important to anyone concerned with genuine equity.

[Genevieve]

Fascinating book about the hidden curriculum.