{"id":3549,"date":"2012-05-12T09:07:16","date_gmt":"2012-05-12T17:07:16","guid":{"rendered":"https:\/\/blogs.ubc.ca\/ross\/?page_id=3549"},"modified":"2025-05-18T12:39:54","modified_gmt":"2025-05-18T20:39:54","slug":"scholarly-articles","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/ross\/publications\/scholarly-articles\/","title":{"rendered":"Scholarly Articles"},"content":{"rendered":"

SELECTED RECENT ARTICLES & BOOK CHAPTERS
\n[Many of these articles are available to read on Academia.edu<\/a> and ResearchGate<\/span><\/a>]<\/p>\n

Navarro Medina, E , Ross, E. W., P\u00e9rez-Rodr\u00edguez, N., & De Alba Fernandez, N. (2025). Towards an ideal model of education for critical citizenship: An analysis of the Spanish curricular change in social sciences. European Journal of Education, 60<\/em>(1), e70010. https:\/\/doi.org\/10.1111\/ejed.70010 <\/a><\/p>\n

Ross, E. W., Cerri, L. F., Lima, M. A., & Andrade, J. (2025). Interview with Professor E. Wayne Ross.\u00a0Revista Docentes<\/i>,\u00a010<\/i> (35), 99-111.
\nhttps:\/\/periodicos.seduc.ce.gov.br\/revistadocentes\/article\/view\/1474<\/a><\/p>\n

Ross, E. W. (2025). The illusions of democracy. In R. Case & P. Clark (Eds.). Learning to inquire in history, geography, and social studies: An anthology for secondary teachers <\/em>(5th<\/sup> Ed., pp. 118-123). <\/em>Critical Thinking Consortium.<\/p>\n

Granados Gamboa, K., Granados Trejos, A., & Rodriguez Viquez, L. P. (2024). La pedagog\u00eda cr\u00edtica no es una receta: Estrategias, desaf\u00edos y aportes en la ense\u00f1anza 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].\u00a0Revista Perspectivas: Estudios Sociales y Educaci\u00f3n C\u00edvica<\/em>,\u00a029<\/em>, 1-17. https:\/\/www.revistas.una.ac.cr\/index.php\/perspectivas\/article\/view\/20334<\/a><\/p>\n

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<\/em> <\/a>(5th Ed., pp. 1-28). SUNY Press.<\/p>\n

Ross, E. W. (2024). Pedagogical imaginaries for dangerous citizenship. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems and possibilities<\/em> (5th Ed., pp. 363-377). SUNY Press.<\/p>\n

Ross, E. W. (2024). The future of social studies. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems and possibilities<\/em> (5th Ed., pp. 381-385). SUNY Press.<\/p>\n

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<\/a> (pp. 216-222). Teachers College Press.<\/p>\n

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<\/em><\/a> (pp. 33-52). Springer. [English language edition of book originally published in German in 2021.]<\/p>\n

Pl\u00e1, S., & Ross, E. W. (Eds.). (2023). The new social studies education in Latin America: Critical perspectives from the Global South<\/a>.<\/em> Routledge.<\/p>\n

Mathison, S., & Ross, E. W. (2022). Critical education. In A. Maisuria (Ed.), Encyclopaedia of Marxism and education<\/em> <\/a>(pp. 129-146). Brill.<\/p>\n

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<\/a>. <\/i>(pp. 91-109).<\/i> Bloomsbury.<\/p>\n

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\u2019s future<\/a> (pp. 37-43). Peter Lang.<\/p>\n

Ross, E. W. (2022). Insurgent pedagogy and dangerous citizenship. In N. Merchant, S. Shear, & W. Au (Eds.), Insurgent social studies<\/i>: Scholar-educators disrupting reassure and marginality<\/i><\/a> (pp. 207-212).<\/i> Myers Education Press.<\/p>\n

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<\/i> (pp. 263-268). Routledge.<\/p>\n

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: Sozio\u00f6konomische und politische bildung in schule und hochschule (pp. 33-51). Springer VS. https:\/\/doi.org\/10.1007\/978-3-658-32910-5_3<\/p>\n

Castellv\u00ed Mata, J. (2021). Read the world to write the future: An interview with professors E Wayne Ross and Xos\u00e9 Manuel Souto, experts in critical social studies \/ Leer el mundo y escribir el futuro: Entrevista con los profesores E Wayne Ross y Xos\u00e9 Manuel Souto, expertos en estudios sociales cr\u00edticos. Bellaterra Journal of Teaching & Learning Language & Literature<\/em>, 14<\/em>(2), 1-20. https:\/\/doi.org\/10.5565\/rev\/jtl3.974<\/a><\/p>\n

Petrina, S. & Ross, E. W. (2021). Higher racism: The case of the University of British Columbia\u2014 on the wrong side of history but right side of optics. Workplace: A Journal for Academic Labor, 32<\/em>, 12-25. https:\/\/ices.library.ubc.ca\/index.php\/workplace\/article\/view\/186661<\/a><\/p>\n

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<\/em>, 21<\/em>(1), 10-26. Retrieved from https:\/\/journals.nipissingu.ca\/index.php\/cjar\/article\/view\/515<\/a><\/p>\n

Ross, E. W. (2020). Humanizaci\u00f3n de la pedagog\u00eda cr\u00edtica: \u00bfQu\u00e9 clase de profesores? \u00bfQu\u00e9 clase de ciudadan\u00eda? \u00bfQu\u00e9 clase de futuro?\u00a0 (Sonia Baz\u00e1n, Trans.). Revista de Educaci\u00f3n, 21(<\/em>1), 17-37. Retrieved from http:\/\/fh.mdp.edu.ar\/revistas\/index.php\/r_educ\/article\/view\/4495<\/a><\/p>\n

Ross, W. (2020). History and social studies curriculum. In Oxford Research Encyclopedia of Education<\/em>. Oxford University Press. doi: https:\/\/doi.org\/10.1093\/acrefore\/9780190264093.013.1062<\/p>\n

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<\/em> (4th Ed., pp. 17-19). Vancouver, BC: Critical Thinking Consortium.<\/p>\n

Ross, E. W. (2019). The problem of democracy in the time of Trump. Educazione Aperta<\/em>, 6<\/em>,<\/a> 123-135.<\/p>\n

Ross, E. W. (2019). The challenges of teaching social studies: What teachers? What citizenship? What future? A tribute to Joan Pages. In Ballb\u00e9, M., Gonz\u00e1lez-Monfort, N., Santisteban, A. (Eds.), Quin professorate, quina ciutadania, quin future? Els reptes de l\u2019ensenyament de les ci\u00e8ncies socials, la geografia i la hist\u00f2ria<\/em> (pp. 39-52). Barcelona, Spain: GREDICS, Universitat Aut\u00f2noma de Barcelona.<\/p>\n

Sant, E., Sep\u00falveda, M. E. V., Pages, J., & Ross, E. W. (2015). Interview with Professor E. Wayne Ross. Revista Educaci\u00f3n y Pedagog\u00eda, 27(<\/em>69-70), 147-158. (Published in 2019)<\/span><\/a><\/p>\n

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<\/em> (pp. 53-70). Charlotte, NC: Information Age Publishing.<\/p>\n

Ross, E. W.<\/span>\u00a0(2018).<\/span>\u00a0Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future?<\/span>\u00a0Review of Education, Pedagogy, and Cultural Studies,<\/span>\u00a0<\/em>40<\/em>(5),<\/span>\u00a0371-389.<\/span>\u00a0DOI:\u00a010.1080\/10714413.2019.1570792<\/a><\/span><\/p>\n

Ross, E. W., & Gautreaux, M. (2018). Pensando de manera cr\u00edtica sobre el pensamiento cr\u00edtico [Thinking critically about critical thinking]. Aula Abierta, 47<\/em>(4), 383-386.\u00a0Retrieved from https:\/\/www.unioviedo.es\/reunido\/index.php\/AA\/article\/view\/13061<\/a><\/p>\n

Ross, E. W. (2018). Class.\u00a0In D. G. Krutka, A. M. Whitlock, & M. Helmsing (Eds.), \u00a0Keywords in the social studies: Concepts and conversations <\/em>(pp. 249-260). New York, NY: Peter Lang Publishing.<\/p>\n

Kuehn, L., Mathison, S., & Ross, E. W. (2018, June 5). The many faces of privatization<\/em>. Institute for Public Education \/ British Columbia, Occasional Paper No. 1. Vancouver, BC: IPE\/BC. Retrieved from\u00a0http:\/\/instituteforpubliceducation.org\/wp-content\/uploads\/2018\/06\/Many-Faces-of-Privatization-IPEBC-Occasional-Paper-1.pdf<\/a><\/p>\n

Sant, E., Lewis, S., Delgado, S., & Ross, E. W.,\u00a0 (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 <\/em>(227-243). London: Palgrave Macmillan.<\/p>\n

Ross, E. W. (2017). Broadening the circle of critical pedagogy. In A. Darder, R. D. Torres, & M. P. Baltodano (Eds.), The critical pedagogy reader<\/em> (pp. 608-617, 3rd<\/sup> edition). New York: Routledge.<\/p>\n

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<\/em>.<\/p>\n

Ross, E. W. (2016).\u00a0Peter 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<\/em>. New York: Peter Lang.<\/p>\n

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 <\/em>(pp. 69-82).<\/em> Lanham, MD: Rowman & Littlefield.<\/p>\n

Delgado, S. X., Gautreaux, M., & Ross, E. W. (2016). La literatura infantil como herramienta did\u00e1ctica para ense\u00f1ar sobre poder, tiran\u00eda y justicia social. \u00cdber: Did\u00e1ctica de les Ciencias Sociales, Geografia e Historia, 82,\u00a0<\/em>50-55.<\/p>\n

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 <\/em>(pp. 216-218). New York: Peter Lang.<\/p>\n

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<\/em> (pp. 1-6). New York: Peter Lang.<\/p>\n

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 <\/em>(pp. 141-155). Rotterdam: Sense Publishers.<\/p>\n

Ross, E. W. (2015). Renovaci\u00f3 de renovaci\u00f3 pedag\u00f2gica : Qu\u00e8 hem de mantenir i qu\u00e8 hem de canviar en la pedagogia cr\u00edtica? [Renewing pedagogical renovation: What should we keep and what should we change about critical pedagogy?] Perspectiva Escolar, 382, 6-13.<\/em><\/p>\n

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<\/em>, 58-69. Retrieved from\u00a0http:\/\/ices.library.ubc.ca\/index.php\/workplace\/article\/view\/186137<\/a><\/p>\n

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.\u00a0La\u00a0Revista Latinoamericana de Estudios Educativos,<\/i> 10(1), 19-48.\u00a0<\/i>Retrieved from\u00a0http:\/\/latinoamericana.ucaldas.edu.co\/downloads\/Latinoamericana10(1)_2.pdf<\/a><\/p>\n

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,<\/em> 405-422. Retrieved from http:\/\/www.alternateroutes.ca\/index.php\/ar\/article\/view\/22329\/18121<\/a><\/p>\n

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 <\/em>(pp. 141-147). New York: Routledge.<\/p>\n

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?<\/em> (2nd ed.). Charlotte, NC: Information Age Press.<\/p>\n

Ross, E. W. (2014).Ya\u015famin maddi d\u00f6n\u00fc\u015f\u00fcm\u00fc” Guy Debord, g\u00f6steri ve ele\u015ftirel sosyal \u00e7ali\u015fmalar e\u011fitimi. In A. Yildiz & M. Uysal (Eds.). Ele\u015ftirel e\u011fitim yaz\u0131lar<\/a>\u00a0(pp. 211-236) [Writings on critical education]. Ankara, Turkey: Siyasal Kitabevi.\u00a0\u00a0(Translated By Arzu \u00c7akir)<\/p>\n

Ross, E. W. (2014). Re-thinking the social studies curriculum. In E. W. Ross (Ed.).\u00a0The social studies curriculum: Purposes, problems, and possibilities<\/i>\u00a0(4th\u00a0Ed., 375-387). Albany: State University of New York Press.<\/p>\n

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<\/i> (4th<\/sup> Ed., pp. 25-49). Albany: State University of New York Press.<\/p>\n

Ross, E. W., & Vinson, K. D. (2014). Dangerous citizenship. In E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities<\/i> (4th<\/sup> Ed., pp. 93-12). Albany: State University of New York Press.<\/p>\n

Ross, E. W. (2014). A sense of where you are.<\/a> In C. A. Woyshner (Ed.)\u00a0Leaders in social education <\/i>(pp. 163-178). Rotterdam: Sense Publishers.<\/p>\n

Ross, E. W. (2014). Noam Chomsky<\/a>. In D. Phillips (Ed.).\u00a0Encyclopedia of educational theory and philosophy<\/i>. Thousand Oaks, CA: Sage.<\/p>\n

Petrina, S. & Ross, E. W. (2014).\u00a0Critical university studies:\u00a0Workplace<\/em>, milestones, crossroads, respect, truth<\/a>.\u00a0Workplace, 23<\/em>, 62-71.<\/p>\n

Ross, E. W., & Vinson, K. D. (2014). Resisting neoliberal education reforms: Insurrectionist pedagogies and the pursuit of dangerous citizenship. Cultural Logic, 2013<\/em>, 17-45. Retrieved from http:\/\/clogic.eserver.org\/2013\/Ross_Vinson.pdf<\/a> (Original work published 2013)<\/p>\n

Ross, E. W., & Vinson, K. D. (2013).\u00a0Resisting neoliberal education reforms: Insurrectionist pedagogies and the pursuit of dangerous citizenship<\/a>.\u00a0Works & Days<\/i>, 61\/62,\u00a031<\/i>(1-2), 27-58.<\/p>\n

Vinson, K. D., & Ross, E. W. (2013).\u00a0The Society of the Spectacle<\/i>\u00a0revisited: Separation, schooling, and the pursuit of dangerous citizenship.\u00a0International Journal of Society, Culture and Languag<\/i>e,\u00a01<\/i>(2), 1-14. Retrieved from\u00a0http:\/\/www.ijscl.net\/?_action=articleInfo&article=2578&vol=486<\/a><\/p>\n

Ross, E. W., & Queen, G. (2013). “Shut up he might hear you!” Teaching Marx in social studies. In C. S. Malott & M. Cole (Eds.),\u00a0Teaching Marx across the curriculum: The socialist challenge\u00a0<\/em>(pp. 203-228). Charlotte, NC: Information Age Publishing.<\/p>\n

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.),\u00a0Dangerous counterstories: Narrating for understanding, solidarity, resistance, and community\u00a0<\/em>(pp. 203-223). Charlotte, NC: Information Age Publishing.<\/p>\n

\u00a0Ross, E. W., & Vinson, K. D. (2012). La educaci\u00f3n para una ciudadan\u00eda peligrosa<\/a>. Ense\u00f1anza de las Ciencias Socials, 2012<\/em>(11), 73-86.<\/p>\n

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.), <\/span>Contemporary social studies: An essential reader<\/em> (pp. 153-172). Charlotte, NC: Information Age Publishing.<\/span><\/p>\n

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<\/em> (pp. 155-168). New York: Peter Lang.<\/p>\n

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?<\/em> (pp. 227-248). Charlotte, NC: Information Age Publishing.<\/p>\n

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<\/em>, 39(1), 148-158. [pdf]<\/p>\n

Ross, E. W. (2010). Resisting the common-nonsense of neoliberalism: A report from British Columbia. Workplace: A Journal for Academic Labor, 17<\/em>, 203-222.<\/p>\n

Vinson, K. D., Ross, E. W., & Wilson, M. B. (2010). \u201cThe concrete inversion of life\u201d: 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<\/em>. Rotterdam: Sense.<\/p>\n

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<\/em> (2nd Ed.). New York: Routledge. [pdf]<\/p>\n

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<\/em> (pp. 153-174). New York: Routledge. [pdf]<\/p>\n

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<\/em> (pp. 33-37). New York: Routledge.<\/p>\n

Gibson, R., & Ross, E. W. (2010). Using children\u2019s 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<\/em> (pp. 63-65). New York: Routledge.<\/p>\n

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<\/em>(2), 17-32.<\/p>\n

Ross, E. W., & Marker, P. M. (Eds.). (2009, Winter). Social studies teacher education: Dare we teach for democracy? Teacher Education Quarterly, 36<\/em>(1). [pdf]<\/p>\n

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<\/em>, 31-52.<\/p>\n

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<\/em> (pp. 110-136). New York: Routledge. [pdf]<\/p>\n

Mathison, S., & Ross, E. W. (2008). Accountability. In S. Mathison & E. W. Ross (Eds.), Battleground schools<\/em> (pp. 11-19). Westport, CT: Greenwood Press.<\/p>\n

Mathison, S., & Ross, E. W. (2008). Introduction. In S. Mathison & E. W. Ross (Eds.), Battleground schools<\/em> (pp. xvii – xxiv). Westport, CT: Greenwood Press.<\/p>\n

Mathison, S., & Ross, E. W. (2008). The hegemony of accountability: The corporate\u2014political alliance for control of schools. In D. A. Gabbard & E. W. Ross (Eds.), Education and the rise of the security state<\/em> (pp. 91-100). New York: Teachers College Press. [Revised version of Mathison & Ross (2002).]<\/p>\n

Mathison, S. & Ross, E. W. (2008). The nature and limits of standards based reform and assessment<\/em>. 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)].<\/p>\n

Ross, E. W. (2008). Critical pedagogy. In S. Mathison & E. W. Ross (Eds.), Battleground schools<\/em> (pp. 156-161). Westport, CT: Greenwood Press.<\/p>\n

Ross, E. W. (2008). E-learning. In S. Mathison & E. W. Ross (Eds.), Battleground schools (pp. 568-595). Westport, CT: Greenwood Press.<\/p>\n

Ross, E. W. (2008). Social studies education. In S. Mathison & E. W. Ross (Eds.), Battleground schools<\/em> (pp. 221-228). Westport, CT: Greenwood Press.<\/p>\n

Ross, E. W. (2008). Teacher unions. In S. Mathison & E. W. Ross (Eds.), Battleground schools<\/em> (pp. 628-638). Westport, CT: Greenwood Press.<\/p>\n

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<\/em>. Mahwah, NJ: Lawrence Erlbaum, 2008.<\/p>\n

Ross, E. W., & Gibson, R. (2007). Introduction. In E. W. Ross & R. Gibson (Eds.), Neoliberalism and education reform<\/em>. Cresskill, NJ: Hampton Press.<\/p>\n

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<\/em>. Cresskill, NJ: Hampton Press.<\/p>\n

Gibson, R., Queen, G., Ross, E. W., & Vinson, K. D. (2007). \u201cI participate, you participate, we participate \u2026 they profit\u201d Notes on revolutionary educational activism to transcend capital: The Rouge Forum. Journal for Critical Education Policy Studies, 5<\/em>(2).<\/p>\n

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<\/em> (3rd Ed., pp. 99 – 114). Albany: State University of New York Press.<\/p>\n

Pang, V. O., & Ross, E. W. (2006). General editors’ introduction. In E. W. Ross & V. O. Pang (Eds.) Race, ethnicity, and education <\/em>(Vol. 1-4, pp. ix – xiii). Westport CT: Praeger.<\/p>\n

Ross, E. W. (2006). Social studies teachers and curriculum. In E. W. Ross (Ed.) The social studies curriculum: Purposes, problems, and possibilities<\/em> (3rd ed. pp. 1-14). Albany, NY: State University of New York Press.<\/p>\n

Ross, E. W. (2006). Re-making the social studies curriculum. In E. W. Ross (Ed.) The social studies curriculum: Purposes, problems, and possibilities<\/em> (3rd ed. pp. 313 – 327). Albany, NY: State University of New York Press.<\/p>\n

Ross, E. W. (2006). The struggle for the social studies curriculum. In E. W. Ross (Ed.) The social studies curriculum: Purposes, problems, and possibilities<\/em> (3rd ed. pp. 17-36). Albany, NY: State University of New York Press.<\/p>\n

Ross, E. W. (2006). Racism and anti-racism in schools. In E. W. Ross (Ed.) Race, ethnicity, and education: Racism and antiracism in schools<\/em> (Vol. 4, pp. xv – xxviii). Westport CT: Praeger.<\/p>\n

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<\/em> (Vol. 3, pp. xvii – xxvii). Westport CT: Praeger.<\/p>\n

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<\/em> (pp. 143 – 156). Lanham, MD: Rowman & Littlefield.<\/p>\n

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 Educa\u00e7\u00e3o<\/em>. Lisbon, Portugal: Profedi\u00e7\u00f5es.<\/p>\n

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<\/em> (pp. 245 – 261). Greenwich, CT: Information Age.<\/p>\n

Ross, E. W. Kesson, K., Gabbard, D., Mathison, S. & Vinson, K. D. (2005, May). Saving public education\u2014saving democracy<\/em>. Public Resistance! 1(1).<\/p>\n

E. W. Ross, & Marker, P. M. (2005, September-October). Social studies: Wrong, right or left? A Critical Analysis of the Fordham Foundation\u2019s ‘Where Did Social Studies Go Wrong?\u2019 (Part II). The Social Studies. 96<\/em>(5), 187 – 188.<\/p>\n

E. W. Ross, & Marker, P. M. (2005, July\/August). Social studies: Wrong, right or left? A Critical Analysis of the Fordham Foundation\u2019s ‘Where Did Social Studies Go Wrong?\u2019 The Social Studies, 96(4), 139-142.<\/p>\n

E. W. Ross, & Marker, P. M. (2005). (If social studies is wrong) I don\u2019t want to be right. Theory and Research in Education, 33<\/em>(1), 142 – 151.<\/p>\n

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<\/em> (pp. 79 – 95). Westport CT: Praeger.<\/p>\n

Mathison, S., & Ross, E. W. (2004). The hegemony of accountability: The corporate\u2014political alliance for control of schools. In D. A. Gabbard & E. W. Ross (Eds.), Defending public schools: Education and the rise of the security state <\/em>(pp. 91-100). Westport CT: Praeger.<\/p>\n

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<\/em> (pp. xvii-xxv). Westport, CT: Praeger.<\/p>\n

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<\/em> (pp. xi-xvii). Westport CT: Praeger.<\/p>\n

Ross, E. W. Negotiating the politics of citizenship education. PS: Political Science and Politics<\/em>. 37.2 (2004): 249 – 251.<\/p>\n

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.<\/p>\n

Vinson, K. D., & Ross, E. W. (2004). Defending public schools: Curriculum and the challenge of change<\/em>. In K. D. Vinson & E. W. Ross (Eds.), Defending public schools: Curriculum and the challenge of change (pp. xvii-xxvi) Westport, CT: Praeger.<\/p>\n

Ross, E. W., & Vinson, K. D. (2005). A justi\u00e7a social requer uma revolu\u00e7\u00e3o na vida quotidiana [Social justice requires a revolution of everyday life]. In R. L. Allen, J. Paraskeva & C. Rossatto (Eds.), Reinventar a Pedagogia Critica <\/em>(pp. 137 – 151). Lisbon, Portugal: Edi\u00e7\u00f5es Pedago.
\n[Reprinted: Curriculo sem Fronteiras: A Journal for Critical and Emancipatory Education. 5(2), 2005: 65 – 78.]<\/p>\n

Queen, G., Ross, E. W., Gibson, R., & Vinson, K. D. (2003, July). \u201cI participate, you participate, we participate\u2026they profit, but let\u2019s change things\u201d: Building a K-16 movement for progressive educational reform. Workplace: The Journal for Academic Labor, 5<\/em>(2).<\/p>\n

Ross, E. W. (Ed.). (2003, July). Building a K-16 Movement. Workplace: The Journal for Academic Labor. 5(1).<\/p>\n

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 <\/em>(pp. 241-257). New York: Routledge.<\/p>\n

Mathison, S., & Ross, E. W. (2002, October). The hegemony of accountability. Workplace: The Journal for Academic Labor, 5<\/em>(1).<\/p>\n

Ross, E. W., & Gibson, R. (2001). The choice is not between tyranny and terror. Theory and Research in Social Education, 29<\/em>(4), 779-780.<\/p>\n

Ross, E. W. (2001). TRSE 1996-2001. Theory and Research in Social Education, 29<\/em>(4), 576-581.<\/p>\n

Ross, E. W. (2001). Waiting for the great leap forward: From democratic principles to democratic reality. Theory and Research in Social Education, 29<\/em>(3), 394-399.<\/p>\n

Ross, E. W. (2001). Rethinking the work of NCSS. Theory and Research in Social Education, 29<\/em>(1), 6-17.<\/p>\n

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 <\/em>(pp. 711-717). New York: ABC\/Clio.<\/p>\n

Ross, E. W. (2001). What\u2019s left? [Review of the book Achieving our country: Leftist thought in twentieth-century America]. Theory and Research in Social Education, 29<\/em>(3), 541-549.<\/p>\n

Vinson, K. D., Gibson, R., & Ross, E. W. (2001). High-Stakes testing and standardization: The threat to authenticity<\/em>. Progressive Perspectives, 3<\/em>(2)<\/em>[Monograph series]. Burlington, VT: John Dewey Project on Progressive Education. http:\/\/www.uvm.edu\/~dewey\/monographs\/ProPer3n2.html<\/a><\/p>\n

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<\/em>(1). Retrieved from https:\/\/ojs.library.ubc.ca\/index.php\/clogic\/article\/view\/191988<\/a><\/p>\n

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<\/em> (pp. 39-71). Greenwich, CT: Information Age Publishers.<\/p>\n

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<\/em> (pp. 909-927). New York: ABC\/Clio.<\/p>\n","protected":false},"excerpt":{"rendered":"

SELECTED RECENT ARTICLES & BOOK CHAPTERS [Many of these articles are available to read on Academia.edu and ResearchGate] Navarro Medina, E , Ross, E. W., P\u00e9rez-Rodr\u00edguez, N., & De Alba Fernandez, N. (2025). Towards an ideal model of education for critical citizenship: An analysis of the Spanish curricular change in social sciences. European Journal of […]<\/p>\n","protected":false},"author":17,"featured_media":0,"parent":3639,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-3549","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/pages\/3549","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/comments?post=3549"}],"version-history":[{"count":137,"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/pages\/3549\/revisions"}],"predecessor-version":[{"id":6516,"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/pages\/3549\/revisions\/6516"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/pages\/3639"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/ross\/wp-json\/wp\/v2\/media?parent=3549"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}