In the U.S. today, we are witnessing the dominance of a "new market economy" paradigm in the field of education. As a result, we are currently facing increased state and nationwide efforts to control learning and teaching under the guise of "standards" and "accountability." At the same time, a growing number of educators and community activists are resisting this trend through designing innovative, progressive practices in classrooms at all levels and through organizing students, parents, and teachers to defend their educational rights. This special issue of Social Justice, co-edited by Cecilia O'Leary (California State University, Monterey Bay) and Susan Roberta Katz (University of San Francisco), captures examples of this resistance as it is occurring in California universities and presents key critiques of the "standards" movement.
ISSN: 1043-1578. Published quarterly by Social Justice, P.O. Box 40601, San Francisco, CA 94140. SocialJust@aol.com.