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Book Reviews: Are Markets and Standards Democratic?

Long-lasting educational transformations often come not from the work of educators and researchers, but from larger social movements that tend to push our major political, economic, and cultural institutions in specific directions. Thus, it would be impossible to fully understand educational reforms over the past decades without situating them within, say, the long struggles by multiple communities of color and women for both cultural recognition and economic redistribution (see, e.g., Fraser, 1997). Even such taken-for-granted things as state textbook adoption policies—among the most powerful mechanisms in the processes of defining "official knowledge"—are the results of widespread populist and anti-northern movements and especially the class and race struggles over culture and power that organized and reorganized the polity in the United States a century ago (Apple, 1993, pp. 64-92).