SELECTED RECENT ARTICLES & BOOK CHAPTERS
[Many of these articles are available to read on Academia.edu and ResearchGate]
Granados Gamboa, K., Granados Trejos, A., & Rodriguez Viquez, L. P. (2024). La pedagogía crítica no es una receta: Estrategias, desafíos y aportes en la enseñanza de los Estudios Sociales. Entrevista con el Dr. E. Wayne Ross [Critical pedagogy is not a recipe: Strategies, challenges, and contributions in teaching social studies. An interview with Dr. E. Wayne Ross]. Revista Perspectivas: Estudios Sociales y Educación Cívica, 29, 1-17. https://www.revistas.una.ac.cr/index.php/perspectivas/article/view/20334
Ross, E. W. (2024). Curriculum ideologies, social studies traditions, and the teacher-curriculum encounter. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems and possibilities (5th Ed., pp. 1-28). SUNY Press.
Ross, E. W. (2024). Pedagogical imaginaries for dangerous citizenship. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems and possibilities (5th Ed., pp. 363-377). SUNY Press.
Ross, E. W. (2024). The future of social studies. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems and possibilities (5th Ed., pp. 381-385). SUNY Press.
Ross, E. W. (2024). Imagining possible futures in social studies education and beyond. In B. A. Varga & E. C. Adams (Eds.), The theory-story reader for social studies (pp. 216-222). Teachers College Press.
Ross, E. W. (2024). Society, democracy, and economics: Challenges for social studies and citizenship education in a neoliberal world. In C. Fridrich, U. Hagedorn, R. Hedtke, P. Mittnik, & G. Tafner (Eds.), Economy, society and politics: Socio-economic and political education in schools and universities (pp. 33-52). Springer. [English language edition of book originally published in German in 2021.]
Plá, S., & Ross, E. W. (Eds.). (2023). The new social studies education in Latin America: Critical perspectives from the Global South. Routledge.
Mathison, S., & Ross, E. W. (2022). Critical education. In A. Maisuria (Ed.), Encyclopaedia of Marxism and education (pp. 129-146). Brill.
Ross, E. W. (2022). A Crisis within a crisis: Teaching, learning, and democracy under neoliberalism during the pandemic. In F. Mizikaci & E. Ata (Eds.). Critical pedagogy and the Covid-19 pandemic: Keeping communities together in the times of crisis. (pp. 91-109). Bloomsbury.
Mathison, S. & Ross. E. W. (2022). Beyond education as usual: Public education in a post-Covid world. In D. Selwyn (Ed.). At the center of all possibilities: Transforming education for our children’s future (pp. 37-43). Peter Lang.
Ross, E. W. (2022). Insurgent pedagogy and dangerous citizenship. In N. Merchant, S. Shear, & W. Au (Eds.), Insurgent social studies: Scholar-educators disrupting reassure and marginality (pp. 207-212). Myers Education Press.
Ross, E. W. (2022). Meditative inquiry and reimagining critical education. In A. Kumar (Ed.), Engaging with meditative inquiry in teaching, learning, and research: Realizing transformative potentials in diverse contexts (pp. 263-268). Routledge.
Ross, E. W. (2021). Society, democracy, and economics: Challenges for social studies and citizenship education in a neoliberal world. In F. Christian, U. Hagedorn, R. Hedtke, P. Mittnik, & G. Tafner, Georg (Eds.), Wirtschaft, gesellschaf und politick: Sozioökonomische und politische bildung in schule und hochschule (pp. 33-51). Springer VS. https://doi.org/10.1007/978-3-658-32910-5_3
Castellví Mata, J. (2021). Read the world to write the future: An interview with professors E Wayne Ross and Xosé Manuel Souto, experts in critical social studies / Leer el mundo y escribir el futuro: Entrevista con los profesores E Wayne Ross y Xosé Manuel Souto, expertos en estudios sociales críticos. Bellaterra Journal of Teaching & Learning Language & Literature, 14(2), 1-20. https://doi.org/10.5565/rev/jtl3.974
Petrina, S. & Ross, E. W. (2021). Higher racism: The case of the University of British Columbia— on the wrong side of history but right side of optics. Workplace: A Journal for Academic Labor, 32, 12-25. https://ices.library.ubc.ca/index.php/workplace/article/view/186661
Ross, E. W. (2020). Why are Things as they are? Action research and the transformation of work and education in the neoliberal age. Canadian Journal of Action Research, 21(1), 10-26. Retrieved from https://journals.nipissingu.ca/index.php/cjar/article/view/515
Ross, E. W. (2020). Humanización de la pedagogía crítica: ¿Qué clase de profesores? ¿Qué clase de ciudadanía? ¿Qué clase de futuro? (Sonia Bazán, Trans.). Revista de Educación, 21(1), 17-37. Retrieved from http://fh.mdp.edu.ar/revistas/index.php/r_educ/article/view/4495
Ross, W. (2020). History and social studies curriculum. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190264093.013.1062
Ross, E. W. (2020). Issues facing the field: Teaching about and for democracy. In R. Case & P. Clark (Eds.). Learning to inquire in history, geography, and social studies: An anthology for secondary teachers (4th Ed., pp. 17-19). Vancouver, BC: Critical Thinking Consortium.
Ross, E. W. (2019). The problem of democracy in the time of Trump. Educazione Aperta, 6, 123-135.
Ross, E. W. (2019). The challenges of teaching social studies: What teachers? What citizenship? What future? A tribute to Joan Pages. In Ballbé, M., González-Monfort, N., Santisteban, A. (Eds.), Quin professorate, quina ciutadania, quin future? Els reptes de l’ensenyament de les ciències socials, la geografia i la història (pp. 39-52). Barcelona, Spain: GREDICS, Universitat Autònoma de Barcelona.
Ross, E. W. (2019). The courage of hopelessness: Democratic education in the age of empire. In C. Jenkins (Ed.), The 2017 Hampton Reader: Selected essays from a working-class think tank (pp. 53-70). Charlotte, NC: Information Age Publishing.
(2018). Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future? Review of Education, Pedagogy, and Cultural Studies, 40(5), 371-389. DOI: 10.1080/10714413.2019.1570792
Ross, E. W., & Gautreaux, M. (2018). Pensando de manera crítica sobre el pensamiento crítico [Thinking critically about critical thinking]. Aula Abierta, 47(4), 383-386. Retrieved from https://www.unioviedo.es/reunido/index.php/AA/article/view/13061
Ross, E. W. (2018). Class. In D. G. Krutka, A. M. Whitlock, & M. Helmsing (Eds.), Keywords in the social studies: Concepts and conversations (pp. 249-260). New York, NY: Peter Lang Publishing.
Kuehn, L., Mathison, S., & Ross, E. W. (2018, June 5). The many faces of privatization. Institute for Public Education / British Columbia, Occasional Paper No. 1. Vancouver, BC: IPE/BC. Retrieved from http://instituteforpubliceducation.org/wp-content/uploads/2018/06/Many-Faces-of-Privatization-IPEBC-Occasional-Paper-1.pdf
Sant, E., Lewis, S., Delgado, S., & Ross, E. W., (2018). Justice and global citizenship education. In I. Davies, L-C. Ho, D. Kiwan, C. L. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.), The Palgrave Handbook of Global Citizenship and Education (227-243). London: Palgrave Macmillan.
Ross, E. W. (2017). Broadening the circle of critical pedagogy. In A. Darder, R. D. Torres, & M. P. Baltodano (Eds.), The critical pedagogy reader (pp. 608-617, 3rd edition). New York: Routledge.
Delgado, S. X., & Ross, E. W. (2016). Students in revolt: The pedagogical potential of student collective action in the age of the corporate university. Knowledge Cultures, 4(6), 141-158.
Ross, E. W. (2016). Peter McLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (1988). In J. L. DeVitis (Ed.), Popular educational classics: A reader. New York: Peter Lang.
Ross, E. W. (2016). The courage of hopelessness: Creative disruption of everyday life in the classroom. In W. Journell (Ed.), Reassessing the social studies curriculum: Promoting critical civic engagement in a politically polarized, post-9/11 world (pp. 69-82). Lanham, MD: Rowman & Littlefield.
Delgado, S. X., Gautreaux, M., & Ross, E. W. (2016). La literatura infantil como herramienta didáctica para enseñar sobre poder, tiranía y justicia social. Íber: Didáctica de les Ciencias Sociales, Geografia e Historia, 82, 50-55.
Ross, E. W. (2016). Broadening the circle of critical pedagogy. In N. McCrary & E. W. Ross (Eds.), Working for social justice inside and outside the classroom: A community of teachers, researchers, and activists (pp. 216-218). New York: Peter Lang.
McCrary, N. E., & Ross, E. W. (2016). Working for social justice inside and outside the classroom: A community of teachers, researchers, and activists. In N. E. McCrary & E. W. Ross (Eds.), Working for social justice inside and outside the classroom: A community of teachers, researchers, and activists (pp. 1-6). New York: Peter Lang.
Ross, E. W. (2015). Dr. Dewey or: How I learned to stop worrying about where ideas come from and love critical pedagogy. In B. J. Porfilio & D. R. Ford (Eds.), Leaders in critical pedagogy: Narratives for understanding and solidarity (pp. 141-155). Rotterdam: Sense Publishers.
Ross, E. W. (2015). Renovació de renovació pedagògica : Què hem de mantenir i què hem de canviar en la pedagogia crítica? [Renewing pedagogical renovation: What should we keep and what should we change about critical pedagogy?] Perspectiva Escolar, 382, 6-13.
Petrina, S., Mathison, S., & Ross, E. W. (2015). Threat convergence: The new academic work, bullying, mobbing and freedom. Workplace: A Journal for Academic Labor, 24, 58-69. Retrieved from http://ices.library.ubc.ca/index.php/workplace/article/view/186137
Ross, E. W., Mathison, S., & Vinson, K. D. (2015). Social studies education and standards-based education reform in North America: Curriculum standardization, high-stakes testing, and resistance. La Revista Latinoamericana de Estudios Educativos, 10(1), 19-48. Retrieved from http://latinoamericana.ucaldas.edu.co/downloads/Latinoamericana10(1)_2.pdf
Fanelli, C., & Ross, E. W. (2015). Critical education and insurgent pedagogies: An interview with E. Wayne Ross. Alternate Routes: A Journal of Critical Social Research, 26, 405-422. Retrieved from http://www.alternateroutes.ca/index.php/ar/article/view/22329/18121
Ross, E. W. (2015). Teaching for change: Social education and critical knowledge for everyday life. In S. Totten (Ed.) The importance of teaching social issues: Our pedagogical creeds (pp. 141-147). New York: Routledge.
Gibson, R., & Ross, E. W. (2015). Education and empire: Education for class consciousness. In P. R. Carr & B. J. Porfilio (Eds.), The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism? (2nd ed.). Charlotte, NC: Information Age Press.
Ross, E. W. (2014).Yaşamin maddi dönüşümü” Guy Debord, gösteri ve eleştirel sosyal çalişmalar eğitimi. In A. Yildiz & M. Uysal (Eds.). Eleştirel eğitim yazılar (pp. 211-236) [Writings on critical education]. Ankara, Turkey: Siyasal Kitabevi. (Translated By Arzu Çakir)
Ross, E. W. (2014). Re-thinking the social studies curriculum. In E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4th Ed., 375-387). Albany: State University of New York Press.
Ross, E. W., Mathison, S., & Vinson, K. D. (2014). Social studies curriculum and teaching in the era of standardization. In E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4th Ed., pp. 25-49). Albany: State University of New York Press.
Ross, E. W., & Vinson, K. D. (2014). Dangerous citizenship. In E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4th Ed., pp. 93-12). Albany: State University of New York Press.
Ross, E. W. (2014). A sense of where you are. In C. A. Woyshner (Ed.) Leaders in social education (pp. 163-178). Rotterdam: Sense Publishers.
Ross, E. W. (2014). Noam Chomsky. In D. Phillips (Ed.). Encyclopedia of educational theory and philosophy. Thousand Oaks, CA: Sage.
Petrina, S. & Ross, E. W. (2014). Critical university studies: Workplace, milestones, crossroads, respect, truth. Workplace, 23, 62-71.
Ross, E. W., & Vinson, K. D. (2014). Resisting neoliberal education reforms: Insurrectionist pedagogies and the pursuit of dangerous citizenship. Cultural Logic, 2013, 17-45. Retrieved from http://clogic.eserver.org/2013/Ross_Vinson.pdf (Original work published 2013)
Ross, E. W., & Vinson, K. D. (2013). Resisting neoliberal education reforms: Insurrectionist pedagogies and the pursuit of dangerous citizenship. Works & Days, 61/62, 31(1-2), 27-58.
Vinson, K. D., & Ross, E. W. (2013). The Society of the Spectacle revisited: Separation, schooling, and the pursuit of dangerous citizenship. International Journal of Society, Culture and Language, 1(2), 1-14. Retrieved from http://www.ijscl.net/?_action=articleInfo&article=2578&vol=486
Ross, E. W., & Queen, G. (2013). “Shut up he might hear you!” Teaching Marx in social studies. In C. S. Malott & M. Cole (Eds.), Teaching Marx across the curriculum: The socialist challenge (pp. 203-228). Charlotte, NC: Information Age Publishing.
Ross, E. W., Gibson, R., Queen, G., & Vinson, K. D. (2013). How do I keep my ideals and still teach? In E. A. Daniels & B. J. Porfilio (Eds.), Dangerous counterstories: Narrating for understanding, solidarity, resistance, and community (pp. 203-223). Charlotte, NC: Information Age Publishing.
Ross, E. W., & Vinson, K. D. (2012). La educación para una ciudadanía peligrosa. Enseñanza de las Ciencias Socials, 2012(11), 73-86.
Vinson, K. D., Ross, E. W., & Wilson, M. B. (2012). Standards based educational reform and social studies education: A critical introduction. In W. B. Russell III (Ed.), Contemporary social studies: An essential reader (pp. 153-172). Charlotte, NC: Information Age Publishing.
Ross, E. W., & Vinson, K. D. (2011). Social control and the pursuit of dangerous citizenship. In J. L. DeVitis (Ed.), Critical civic literacy: A reader (pp. 155-168). New York: Peter Lang.
Gibson, R., & Ross, E. W. (2011). The education agenda is a war agenda: Connecting reason to power and power to resistence. In P. R. Carr & B. J. Porfilio (Eds.) The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism? (pp. 227-248). Charlotte, NC: Information Age Publishing.
Chacko, M. A., & Ross, E. W. (2011). Re-visioning global education [Review of the book Visions in Global Education]. Theory and Research in Social Education, 39(1), 148-158. [pdf]
Ross, E. W. (2010). Resisting the common-nonsense of neoliberalism: A report from British Columbia. Workplace: A Journal for Academic Labor, 17, 203-222.
Vinson, K. D., Ross, E. W., & Wilson, M. B. (2010). “The concrete inversion of life”: Guy Debord, the spectacle, and critical social studies education. In A. DeLeon & E. W. Ross (eds.), Critical theories, radical pedagogies, and social education: New perspectives for social studies education. Rotterdam: Sense.
Vinson, K. D., Ross, E. W., & Welsh, J. F. (2010). Controlling images: Surveillance, spectacle, and high-stakes testing as social control. In K. J. Saltman & D. Gabbard (Eds.), Education as enforcement (2nd Ed.). New York: Routledge. [pdf]
Ross, E. W., & Queen, G. (2010). Globalization, class, and the social studies curriculum. In D. Kelsh, D. Hill & S. Macrine (Eds.), Class in education: Knowledge, pedagogy, subjectivity (pp. 153-174). New York: Routledge. [pdf]
Ross, E. W. (2010). Clockwork: Taylorism and its continuing influence on work and schooling. In E. Heilman (Ed.), Social studies and diversity teacher education: What we do and why we do it (pp. 33-37). New York: Routledge.
Gibson, R., & Ross, E. W. (2010). Using children’s books to explore power, tyranny and justice. In E. Heilman (Ed.), Social studies and diversity teacher education: What we do and why we do it (pp. 63-65). New York: Routledge.
Welsh, J. F., Ross, E. W., & Vinson, K. D. (2009, December). To discipline and enforce: Surveillance and spectacle in state reform of higher education. New Proposals: Journal of Marxism and Interdisciplinary Inquiry, 3(2), 17-32.
Ross, E. W., & Marker, P. M. (Eds.). (2009, Winter). Social studies teacher education: Dare we teach for democracy? Teacher Education Quarterly, 36(1). [pdf]
Gibson, R., & Ross, E. W. (2009). The education agenda is a war agenda: Connecting reason to power and power to resistance. Workplace: A Journal for Academic Labor, 16, 31-52.
Gibson, R., Queen, G., Ross, E. W., & Vinson, K. D. (2009). The Rouge Forum. In D. Hill (Ed.), Contesting neoliberal education: Public resistance and collective advance (pp. 110-136). New York: Routledge. [pdf]
Mathison, S., & Ross, E. W. (2008). Accountability. In S. Mathison & E. W. Ross (Eds.), Battleground schools (pp. 11-19). Westport, CT: Greenwood Press.
Mathison, S., & Ross, E. W. (2008). Introduction. In S. Mathison & E. W. Ross (Eds.), Battleground schools (pp. xvii – xxiv). Westport, CT: Greenwood Press.
Mathison, S., & Ross, E. W. (2008). The hegemony of accountability: The corporate—political alliance for control of schools. In D. A. Gabbard & E. W. Ross (Eds.), Education and the rise of the security state (pp. 91-100). New York: Teachers College Press. [Revised version of Mathison & Ross (2002).]
Mathison, S. & Ross, E. W. (2008). The nature and limits of standards based reform and assessment. In S. Mathison & E. W. Ross (Eds.), The nature and limits of standards based reform and assessment (pp. xvii-xxv). New York: Teacher College Press. [Reprint of Mathison & Ross (2004)].
Ross, E. W. (2008). Critical pedagogy. In S. Mathison & E. W. Ross (Eds.), Battleground schools (pp. 156-161). Westport, CT: Greenwood Press.
Ross, E. W. (2008). E-learning. In S. Mathison & E. W. Ross (Eds.), Battleground schools (pp. 568-595). Westport, CT: Greenwood Press.
Ross, E. W. (2008). Social studies education. In S. Mathison & E. W. Ross (Eds.), Battleground schools (pp. 221-228). Westport, CT: Greenwood Press.
Ross, E. W. (2008). Teacher unions. In S. Mathison & E. W. Ross (Eds.), Battleground schools (pp. 628-638). Westport, CT: Greenwood Press.
Ross, E. W. (2008). Social studies education. In D.A. Gabbard (Ed.), Knowledge and power in the global economy: The effects of school reform in a neoliberal / neoconservative age. Mahwah, NJ: Lawrence Erlbaum, 2008.
Ross, E. W., & Gibson, R. (2007). Introduction. In E. W. Ross & R. Gibson (Eds.), Neoliberalism and education reform. Cresskill, NJ: Hampton Press.
Vinson, K. D., & Ross, E. W. (2007). Education and the new disciplinarity: Surveillance, spectacle, and the case of standards-based educational reforms. In E. W Ross & R. Gibson (Eds.), Neoliberalism and education reform. Cresskill, NJ: Hampton Press.
Gibson, R., Queen, G., Ross, E. W., & Vinson, K. D. (2007). “I participate, you participate, we participate … they profit” Notes on revolutionary educational activism to transcend capital: The Rouge Forum. Journal for Critical Education Policy Studies, 5(2).
Mathison, S., Ross, E. W., & Vinson, K. D. (2006). Defining the social studies curriculum: Influence of and resistance to curriculum standards and testing in social studies. The social studies curriculum: Purposes, problems, and possibilities (3rd Ed., pp. 99 – 114). Albany: State University of New York Press.
Pang, V. O., & Ross, E. W. (2006). General editors’ introduction. In E. W. Ross & V. O. Pang (Eds.) Race, ethnicity, and education (Vol. 1-4, pp. ix – xiii). Westport CT: Praeger.
Ross, E. W. (2006). Social studies teachers and curriculum. In E. W. Ross (Ed.) The social studies curriculum: Purposes, problems, and possibilities (3rd ed. pp. 1-14). Albany, NY: State University of New York Press.
Ross, E. W. (2006). Re-making the social studies curriculum. In E. W. Ross (Ed.) The social studies curriculum: Purposes, problems, and possibilities (3rd ed. pp. 313 – 327). Albany, NY: State University of New York Press.
Ross, E. W. (2006). The struggle for the social studies curriculum. In E. W. Ross (Ed.) The social studies curriculum: Purposes, problems, and possibilities (3rd ed. pp. 17-36). Albany, NY: State University of New York Press.
Ross, E. W. (2006). Racism and anti-racism in schools. In E. W. Ross (Ed.) Race, ethnicity, and education: Racism and antiracism in schools (Vol. 4, pp. xv – xxviii). Westport CT: Praeger.
Ross, E. W., & Milner, H. R. (2006). The color-blind myth and why racial identity matters in education. In H. R. Milner & E. W. Ross (Eds.) Race, ethnicity, and education: Racial identity in education (Vol. 3, pp. xvii – xxvii). Westport CT: Praeger.
Ross, E. W., & Vinson, K. D. (2006). Social justice requires a revolution of everyday life. In C.A. Rossatto, M. Pruyn and R. L. Allen (Eds.), Reinventing critical pedagogy: Widening the circle of ant-oppression education (pp. 143 – 156). Lanham, MD: Rowman & Littlefield.
Vinson, K. D., & Ross, E. W. (2006). The Society of the Spectacle revisited: Separation, schooling, and the pursuit of dangerous citizenship. In J. Paraskeva, D. W. Hursh & E. W. Ross (Eds), Marxismo e Educação. Lisbon, Portugal: Profedições.
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 (pp. 245 – 261). Greenwich, CT: Information Age.
Ross, E. W. Kesson, K., Gabbard, D., Mathison, S. & Vinson, K. D. (2005, May). Saving public education—saving democracy. Public Resistance! 1(1).
E. W. Ross, & 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.
E. W. Ross, & 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?’ The Social Studies, 96(4), 139-142.
E. W. Ross, & Marker, P. M. (2005). (If social studies is wrong) I don’t want to be right. Theory and Research in Education, 33(1), 142 – 151.
Gibson, R., Vinson, K. D., & Ross, E. W. (2004). Pursuing authentic teaching in an age of standardization. In K. Kesson & E. W. Ross (Eds.), Defending public schools: Teaching for a democratic society (pp. 79 – 95). Westport CT: Praeger.
Mathison, S., & Ross, E. W. (2004). The hegemony of accountability: The corporate—political alliance for control of schools. In D. A. Gabbard & E. W. Ross (Eds.), Defending public schools: Education and the rise of the security state (pp. 91-100). Westport CT: Praeger.
Mathison, S. & Ross, E. W. (2004). The nature and limits of standards based reform and assessment. In S. Mathison & E. W. Ross (Eds.), Defending public schools: The nature and limits of standards based reform and assessment (pp. xvii-xxv). Westport, CT: Praeger.
Ross, E. W. (2004). Defending public schools/defending democracy. In D. A. Gabbard & E. W. Ross (Eds.), Defending public schools: Education and the rise of the security state (pp. xi-xvii). Westport CT: Praeger.
Ross, E. W. Negotiating the politics of citizenship education. PS: Political Science and Politics. 37.2 (2004): 249 – 251.
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.
Vinson, K. D., & Ross, E. W. (2004). Defending public schools: Curriculum and the challenge of change. In K. D. Vinson & E. W. Ross (Eds.), Defending public schools: Curriculum and the challenge of change (pp. xvii-xxvi) Westport, CT: Praeger.
Ross, E. W., & Vinson, K. D. (2005). A justiça social requer uma revolução na vida quotidiana [Social justice requires a revolution of everyday life]. In R. L. Allen, J. Paraskeva & C. Rossatto (Eds.), Reinventar a Pedagogia Critica (pp. 137 – 151). Lisbon, Portugal: Edições Pedago.
[Reprinted: Curriculo sem Fronteiras: A Journal for Critical and Emancipatory Education. 5(2), 2005: 65 – 78.]
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).
Ross, E. W. (Ed.). (2003, July). Building a K-16 Movement. Workplace: The Journal for Academic Labor. 5(1).
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).
Ross, E. W., & Gibson, R. (2001). The choice is not between tyranny and terror. Theory and Research in Social Education, 29(4), 779-780.
Ross, E. W. (2001). TRSE 1996-2001. Theory and Research in Social Education, 29(4), 576-581.
Ross, E. W. (2001). Waiting for the great leap forward: From democratic principles to democratic reality. Theory and Research in Social Education, 29(3), 394-399.
Ross, E. W. (2001). Rethinking the work of NCSS. Theory and Research in Social Education, 29(1), 6-17.
Ross, E. W. (2001). The spectacle of standards and summits. In J. L. Kincheloe, S. Steinberg, & D. Weil (Eds.) Schooling and standards in the United States: An encyclopedia (pp. 711-717). New York: ABC/Clio.
Ross, E. W. (2001). What’s left? [Review of the book Achieving our country: Leftist thought in twentieth-century America]. Theory and Research in Social Education, 29(3), 541-549.
Vinson, K. D., Gibson, R., & Ross, E. W. (2001). High-Stakes testing and standardization: The threat to authenticity. Progressive Perspectives, 3(2)[Monograph series]. Burlington, VT: John Dewey Project on Progressive Education. http://www.uvm.edu/~dewey/monographs/ProPer3n2.html
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). Retrieved from https://ojs.library.ubc.ca/index.php/clogic/article/view/191988
Vinson, K. D., & Ross, E. W. (2001). In search of the social studies curriculum: Standardization, diversity, and a conflict of appearances. In W. B. Stanley (Ed.). Critical issues for social studies research in the 21st century: Research, problems, and prospects (pp. 39-71). Greenwich, CT: Information Age Publishers.
Vinson, K. D., & Ross, E. W. (2001). Social education and standards-based reform: A critique. In J. L. Kincheloe, S. Steinberg, & D. Weil (Eds.) Schooling and standards in the United States: An encyclopedia (pp. 909-927). New York: ABC/Clio.
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