REFERENCES

Anderson, J. (1992). Ethics scenarios: a critical theory symposium. In M. Simonson, ed. The 1992 Proceedings of Selected Research Paper Presentations. Washington, DC: Association for Educational Communications and Technology.

-- (1994, Feb.). The rite of right or the right of rite: moving towards an ethics of technological empowerment. Educational Technology Magazine, pp. 29-34.

Anyon, J. (1994). The retreat of Marxism and socialist feminism: postmodern and poststructural theories in education. Curriculum Inquiry 24, 115-33.

Apple, M.W. (1986). Teachers and texts: a political economy of class and gender relations in education. New York: Routledge & Kegan Paul.

-- (1988). Teaching and technology: the hidden effects of computers on teachers and students. In L.E. Beyers & M.W. Apple, eds. The curriculum: problems, politics, and possibilities, 289-311. Albany, NY. SUNY Press.

-- (1990). Ideology and criticism. New York: Routledge, Chapman & Hall.

-- (1993). Official knowledge: democratic education in a conservative age. New York: Routledge.

-- & Jungck, S. (1990). "You don't have to be a teacher to teach this unit": teaching, technology, and gender in the classroom. American Educational Research Journal 27(2), 227-5 1.

-- & Weis, L., eds. (1983). Ideology and practice in schooling. Philadelphia, PA: Temple University Press.

Arato, A. & Gebhardt, E. (1978). The essential Frankfurt School reader. New York: Urizen.

Aronowitz, S. & Giroux, H.A. (1991). Postmodern education: politics, culture, and social criticism. Minneapolis, MN: University of Minnesota Press.

Barrett, W. (1978). The illusion of technique. Garden City, NY. Anchor.

Barrett, W. (1987). Death of the soul. Garden City, NY: Anchor.

Becker, A.D. (1986). A teaching model for the grammar of television. Journal of Usual and Verbal Languaging 6(l),41-47.

Belenky, M.F., Clinchy, B.M., Goldberger, N.R. & Tarule, J.M. (1986). Women's ways of knowing: the development of self, voice, and mind. New York: Basic Books.

Bennett, K.P. & LeCompte, M.D. (1990). The ways schools work: a sociological analysis of education. New York: Longman.

Berlin, D.F. & White, A.L. (1992, Apr.). Action research as a solution to the problem of knowledge utilization. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Bernstein, R. (1976). The restructuring of social and political theory, part IV Philadelphia, PA: University of Pennsylvania Press.

Beyer, L.E. (1986). Critical theory and the art of teaching. Journal of Curriculum and Supervision 1(3), 221-32.

-- & Apple, M.W., eds. (1988). The curriculum: problems, politics, and possibilities. Albany, NY. SUNY Press.

Bohren, J.L. (1991, Nov.). Educational technology. threats and promises for female teachers and students. Paper presented at the conference on Women, Technology, and Ethics: Defining the Issues of the 21st Century, Morehead, KY.

Bowers, C.A. (1988). The cultural dimensions of educational computing. New York: Teachers College Press.

-- (1993). Education, cultural myths, and the ecological crisis: toward deep changes. Albany, NY. SUNY Press.

Bowles, S. & Gintis, H. (1976). Schooling in capitalist America New York: Basic Books.

Boyd, G.M. (1991). Emancipative educational technology. In D. Hlynka & J. Belland, eds. Paradigms regained: the uses of illuminative, semiotic, and post-modern criticism as modes of inquiry in educational technology, 83-92. Englewood Cliffs, NJ: Educational Technology.

Bromley, H. (1992). Culture, power, and educational computing. In C. Bigum & B. Green, eds. Understanding the new information technologies in education: a resource for teachers. Geelong, Australia: Deakin University Press.

Buckingham, D. (1991, Apr.). Media education: the limits of discourse. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Byerly, C.M. (1985). Media and sexism (an instructional manual for secondary school teachers). Olympia, WA: Washington Office of the State Superintendent of Public Instruction.

Calabrese, A.M. & Acker, S.R. (1987, May). Information system design: a case study in the generation of innovations. Paper presented at the Annual Meeting of the International Communication Association, Montreal, Quebec, Canada.

Cannon, K. (1988). Black womanist ethics. Atlanta, GA: Scholar'.

Carr, W. & Kemmis, S. (1986). Becoming critical. education, knowledge, and action research. Philadelphia, PA: Falmer.

Castenell, L. & Pinar, W., eds. (1993). Understanding curriculum as racial text. representations of identity and difference in education. Albany, NY: SUNY Press.

Cherryholmes, C.H. (1988). Power and criticism: poststructural investigations in education. New York: Teachers College Press.

-- (1994). Pragmatism, poststructuralism, and socially useful theorizing. Curriculum Inquiry 24, 193-213.

Clark, E.J. (1983, Mat). Improving the status of women in the third world: a challenge to adult educators. Paper presented at the 27th Annual Conference of the Comparative and International Education Society, Atlanta, GA.

.Collins, P.H. (1990). Black feminist thought: knowledge, consciousness, and the politics of empowerment. London, England: HarperCollins Academic.

Daley, P.J. (1983, Aug.). Herbert Marcuse~g critical theory of media. Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication, Corvallis, OR.

Damarin, S.K. (1988). Issues of gender and computer-assisted instruction. In M. Simonson, ed. The 1988 Proceedings of Selected Research Paper Presentations. Washington, DC: Association for Educational Communications and Technology.

- -(1989). Rethinking equity: an imperative for educational computing. Computing Teacher 16(7),16-18.

-- (1990a). Computers, education, and issues of gender. Journal of Thought 25(l &2), 81-98.

-- (1990b). Unthinking educational technology. In M. Simonson, ed. The 1990 Proceedings of Selected Research Paper Presentations, 179-91. Washington, DC: Association for Educational Communications and Technology.

-- (1991a). Feminist unthinking and educational technology. Educational and Training Technology Intentional 28(2), 111-19.

-- (1991b). Rethinking science and mathematics curriculum and instruction: Feminist perspectives in the computer era. Journal of Education 173(l), 107-123.

-- (1992a). Feminism, Foucault, and felicitous design. In M. Simonson, ed. The 1992 Proceedings of Selected Research Paper Presentations. Washington, DC: Association for Educational Communications and Technology.

-- (1992b). Women and information technology: framing some issues for education. Feminist Teacher 6(2), 16-20.

-- (1994, Feb.). Equity, caring, and beyond: can feminist ethics inform educational technology? Educational Technology Magazine, 34-39.

Davis, C. (1991). Vocational education project: planning in developing countries: a critical theory paradigm. Journal of Industrial Teacher Education 28(3), 35-45, Spring.

Denski, S.W. (199 1). Critical pedagogy and media production: the theory and practice of video documentary. Journal of Film and Video 43(3), 3-17.

DeVaney, A. (1994a). Ethical considerations of visuals in the classroom: African-Americans and Hollywood film. In D.M. Moore & F.M. Dwyer, eds. Visual literacy. a spectrum of visual leaming, 355-68. Englewood Cliffs, NJ: Educational Technology.

--, ed. (1994b). Watching channel one: the convergence of students, technology, and private business. Ithaca, NY:SUNY Press.

-- (1994c). Introduction.Watching channel one: the convergence of students, technology, and private business, 1-19.. Ithaca, NY. SUNY Press.

-- (1994d). Reading the ads: Bacchanalian adolescence. In A. DeVaney, ed. Watching channel one: the convergence of students, technology, and private business, 137-52. Ithaca, NY. SUNY Press.

Dienst, R.W. (199 1). The worlds of television: theories of culture and technology. Dissertation Abstracts International. University Microfilms.

Ellsworth, E. (1989a). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy.

Harvard Educational Review 59, 297-324.

-- (1989b). Educational media, ideology, and the presentation of knowledge through popular cultural forms. In H.A.Giroux & R. Simon, eds. Popular culture, schooling, and everyday life, 47-60. Granby, MA: Bergin & Garvey.

-- (1990). Educational films against critical pedagogy. In E. Ellsworth & M.H. Whatley, eds.' The ideology of images in educational media, 10-26. New York: Teachers College Press.

-- (1992). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. In C.Luke & J. Gore, eds. Feminisms and critical pedagogy,90-119. New York: Routledge.

-- & Whatley, M.H., eds. (1990). The ideology of images in educational media. New York: Teachers College Press.

Ellul, J. (1964). The technological society Q. Wilkinson,trans.). New York: Knopf.

-- (1990). Technological bluff (G. Bromiley, trans.). Grand Rapids, MI: Erdmann.

Ewert, G.D. (1991). Habermas and education: a comprehensive overview of the influence of Habermas in educational literature. Review of Educational Research 6](3), 345-78.

Feenberg, A. (199 1). Critical theory of technology. New York:Oxford University Press.

Fehlman, R. (1992). Making meanings visible: critically reading TV. English Journal 81(7), 19-24.

Foucault, M. (1976). The archeology of knowledge (A.M. Sheridan Smith, trans.). New York: Harper & Row.

Fraser, N. (1994). Rethinking the public sphere: a contribution to the critique of actually existing democracy. In H.A. Giroux & P. McLaren, eds. Between borders: pedagogy and the politics of cultural studies, 74-98. New York: Routledge.

Freire, P. (1969). Pedagogy of the oppressed (Myra Bergman Ramos, trans.). New York: Continuum.

--(1993). Foreword. In P. McLaren & P. Leonard, eds. Paulo Freire: a critical encounter, ix-xii. New York: Routledge.

-- & Faundez, A. (1989). Learning to question: a pedagogy of liberation (Tony Coates, trans.). New York: Continuum.

Gibson, R. (1986). Critical theory and education. London, England: Hodder & Stoughton.

Giroux, H.A. (1981). Ideology, culture, and the process of schooling. Philadelphia, PA: Temple University Press.

-- (I 983a). Critical theory and educational practice (Report No. ISBN-0-7300-0001-X). Victoria, Australia: Deacon University Press. (ERIC Document Reproduction Service No. ED 295 320.)

-- (I 983b). Theory and resistance in education.South Hadley, MA: Bergin & Garvey.

-- (1988a). Ile hope of radical education: a conversation with Henry Girous. Journal of Education 170(2), 891-101.

-- ed.(1991). Postmodernism, feminism and cultural politics. redrawing educational boundaries. Albany, NY: SUNY Press. (1993). Border crossings: cultural workers and the politics of education. New York, NY, Routledge.

-- & McLaren, P, eds. (1994). Between borders: pedagogy and the politics of cultural studies. New York: Routledge.

-- Penna, A.N. & Pinar, W.F., eds. (1981). Curriculum and instruction: alternatives in education. Berkeley, CA: McCutchan.

-- & Simon, R.I. (1989). Popular culture, schooling, and everyday life. Granby, MA: Bergin & Garvey.

-- & - (1992). Schooling, popular culture, and a pedagogy of possibility. In K. Weiler & C. Mitchell, eds. * What schools can do: critical pedagogy and practice, 217-36. Ithaca, NY SUNY Press.

Goodman, J. (1992). Towards a discourse of imagery: critical curriculum theorizing. The Educational Forum 56(3), 269-89.

Gore, J. (1992). What we can do for you! What can "we" do for "you"? Struggling over empowerment in critical and feminist pedagogy. In C. Luke & J. Gore, eds. Feminisms and critical pedagogy, 54?73. New York: Routledge.

Greene, M. (1992). Foreword. In C. Luke & J. Gore, eds. Feminisms and critical pedagogy, ix-xi. New York: Routledge.

-- (1993). Reflections on postmodernism and education. [Review of Towards a theory and practice of teacher cultural politics: continuing the postmodern debate.] Educational Policy 7(2), 106-11.

Grumet, M.R. (1988). Bitter milk: women and teaching. Amherst, MA: University of Massachusetts Press.

-- (1992). Existential and phenomenological foundations of autobiographical methods. In W.F. Pinar & W.M. Reynolds, eds. Understanding curriculum as phenomenological and deconstructed text, 28-43. New York: Teachers College Press.

Grundy, S. (1987). Curriculum: product or praxis. Philadelphia, PA: Falmer.

Habermas, J. (1969). Toward a rational society: student protest, science and politics. Boston, MA: Beacon.

-- (1971). Knowledge and human interests. Boston, MA: Beacon.

-- (1974). Theory and practice. London: Heinemann.

-- (1984). The theory of communicative action: Vol. 1. reason and the rationalization of society (T. McCarthy, trans.) Boston, MA: Beacon (original work published 1981).

-- (1987). The theory of communicative action: Vol 2. Lifeworld and system: a critique of functionalist reason (T. McCarthy, trans.). Boston, MA: Beacon (original work published 1981).

-- (1990). Moral consciousness and communicative action (C. Lenhart & S. Nicholsen, trans.). Cambridge, MA: MIT Press (original work published 1983).

Hannafin, M.J. & Hooper, S. (1992). Introduction to special issue. Educational Technology Research and Development 40(l),47.

Hardt, H. (1993). Authenticity, communication, and critical theory. Critical Studies in Mass Communications 10(l), 49-69.

Harris, M.H. (1986). The dialectic of defeat: antimonies in research in library and information science. Library Trends 34(3),515-31.

Held, D. (1980). Introduction to critical theory: Horkheimer to Habermas. Berkeley, CA: University of California Press. (1983). Frankfurt school. In T. Bottomore, -- ed. A dictionary of Marxist thought, 182-88. Cambridge, MA: Harvard University Press.

Henricksen, B. & Morgan, T., eds. (1990). Reorientations: critical theories and pedagogies. Urbana, IL: University of Illinois Press.

Higgins, J.W. (1991). Video pedagogy as political activity. Journal of Film and Video 43(3),18-29.

Hlynka, D. (1989). Applying semiotic theory to educational technology. In M. Simonson, ed. The 1989 Proceedings of Selected Research Paper Presentations, 179-9 1. Washington, DC: Association for Educational Communications and Technology.

-- & Belland, J.C., eds. (1991a). Paradigms regained: the uses of illuminative, semiotic, and post-modern criticism as modes of inquiry in educational technology. Englewood Cliffs, NJ: Educational Technology.

-- & Belland, J. (1991b). Introduction. Critical study of educational technology. In D. Hlynka & J. Belland, eds. Paradigms regained: uses of illuminative, semiotic and post structural criticism as a mode of inquiry in educational technology, 5-20. Englewood Cliffs, NJ: Educational Technology.

-- & Chinlen, C. (1990). Technological visions. Journal of Thought, 25(1&2),66-80.

-- & Yeaman, A. (1992). Postmodern educational technology. Eric Digest EDO-IR-92-5. Syracuse, NY. ERIC clearinghouse on information resources. (ERIC Document Reproduction Service No. ED 348 042.)

Hooks, B. (1989). Talking back. thinking feminist, thinking black. Boston, MA: South End.

-- (1992). Black looks: race and representation. Boston, MA: South End.

-- (1994). Eros, eroticism, and the pedagogical process. In H.A. Giroux & R McLaren, eds. Between borders: pedagogy and the politics of cultural studies, 113-18. New York: Routledge.

Hoy, D.C. & McCarthy, T. (1994). Critical theory. Cambridge, MA: Blackwell.

Hughes, T.P. & Hughes, A.C. (1990). Lewis Mumford. New York: Oxford University Press.

lhde, D. (1990). Technology and the lifeworld. Bloomington, IN: Indiana University Press.

Ingram, D. & Simon-Ingram, J., eds. (1991). Critical theory: the essential readings. New York: Paragon.

Jackson, P.W. (1980). Curriculum and its discontents. Curriculum Inquiry 1, 28-43.

Jagger, A. (1983). Feminist politics and human nature. Sussex, England: Harvest.

Jamison, P.K. (1994, Feb.). The struggle for critical discourse: reflections on the possibilities of critical theory for educational technology. Educational Technology Magazine, 66-69.

Jay, M. (1973). The dialectical imagination: a history of the Frankfurt School and the Institute of Social Research, 1923-1950. London, England: Heinemann.

Kanpol, B. (1994). Critical pedagogy. South Hadley, MA: Bergin & Garvey.

Kellner, D. (1991). Reading images critically: toward a postmodern pedagogy. In H. A. Giroux, ed. Postmodernism, feminism, and cultural politics: redrawing educational boundaries, 60-82. Albany, NY: SUNY Press.

Kember, D. & Gow, L. (1992). Action research as a form of staff development in higher education. Higher Education 23,297-310.

Kenway, J. & Modra, H. (1992). Feminist pedagogy and emancipatory possibilities. In C. Luke & J. Gore, eds. Feminisms and critical pedagogy, 138-66. New York: Routledge.

Kerr, S.T. (1989). Teachers and technology: an appropriate model to link research with practice. In M. Simonson, ed. The 1989 Proceedings of Selected Research Paper Presentations, 221-47. Washington, DC: Association for Educational Communications and Technology.

-- (1990, Nov.). Education-justice: care. or thoughts on read ing Carol Gilligan. Educational Technology Magazine, 7-12.

Koetting, J.R. (1983a). Philosophical foundations of instructional technology. Paper presented at the annual meeting of the Association for Educational Communications and Technology, New Orleans, LA.

-- (1983b). Jürgen Habermas~ theory of knowledge and human interests and educational technology: a theoretical investigation. Unpublished manuscript.

-- (1993). Educational technology, curriculum theory, and social foundations: toward a new language of possibility. In R. Muffoletto & N.N. Knupfer, eds. Computers in education: social, political, and historical perspectives, (129-39). Cresskill, NJ: Hampton.

& Januszewski, A. (1991a). The notion of theory and educational technology: foundations for understanding. Educational Training and Technology International 28(2) 96-101.

- & - (1991b). Theory building and educational technology: foundations for reconceptualization. In M. Simonson, ed. The 1991 Proceedings of Selected Research Paper Presentations, 395-409. Washington, DC: Association for Educational Communications and Technology.

-- (1994, Feb.). Postmodern thinking in a modernist cultural climate: the need for an unquiet pedagogy. Educational Technology Magazine, 55-56.

Kreuger, L., Karger, H. & Barwick, K. (1988). A critical look at children and microcomputers: some phenomenological observations. Early Child Development and Care 32(1-4), .69-82.

Landow, G.P. (1992). Hypertext: the convergence of contemporary critical theory and technology. Baltimore, MD: Johns Hopkins University Press.

Lather, P. (1991). Getting smart. feminist research and pedagogy within the postmodern. New York: Routledge.

-- (1992a). Critical frames in educational research: feminist and post-structural perspectives. Theory-Into-Practice 3](1), 87-89.

-- (1992b). Post-critical pedagogies: a feminist reading. In C. Luke & J. Gore, eds. Feminisms and critical pedagogy, 120-137. New York: Routledge.

Lee, J. (1991). Integrating popular culture into a pedagogy of resistance: students respond to the sitcom "Roseanne." Feminist Teacher 5(3), 19-24.

Leino, J. (1991). Dynamic knowledge in school: action research on instructional development with the aid of microcomputers (Research Bulletin 79). Helsinki, Finland: Helsinki University.

Lewis, C. (1991). Images and ideology: a theoretical framework for critical research in visual literacy. Journal of Visual Literacy 11(2), 9-34.

Liston, D.P. (1988). Capitalist schools: explanation and ethics in radical studies of schooling. New York: Routledge.

Luke, C. (1992). Feminist politics and radical pedagogy. In C. Luke & J. Gore, eds. Feminisms and critical pedagogy, 25-53. New York: Routledge.

-- & Gore, J., eds. (1992). Feminisms and critical pedagogy. New York: Routledge.

Mackinnon, C. (1983). Feminism, Marxism, method and the state: an agenda for theory. In E. Abel & E. Abel, eds. The signs reader. women, gender and scholarship, 227-56. Chicago, IL: University of Chicago Press.

Maher, R (1987). Toward a richer theory of feminist pedagogy: a comparison of "liberation" and "gender" models for teaching and learning. Journal of Education 169(3), 91-100.

Marcus, J. & Tar, Z. (1984). Foundations of the Frankfurt School of Social Research New Brunswick, NJ: Transaction.

Martin, L.H., Gutman, H. & Hutton, D.H., eds. (1988). Technologies of the self: a seminar with Michel Foucault. Amherst, MA: University of Massachusetts Press.

McCarthy, C. (1990). Race and curriculum: social inequality and the theories and politics of difference in contemporary research on schooling. New York: Falmer.

McCarthy, T. (1978). The critical theory of Jürgen Habermas. Cambridge, MA: MIT Press.

-- (1991). Ideals and illusions: on reconstruction and deconstruction in contemporary critical theory. Cambridge, MA: MIT Press.

McCutcheon, G. & Jung, B. (1990). Alternative perspectives on action research. Theory-Into-Practice 29(3), 144-5 1.

McKernan, J. (1993). Varieties of curriculum action research: constraints and typologies in American, British, and Irish projects. Journal of Curriculum Studies 25, 445-57.

McLaren, P., Hammer, R., Sholle, D. & Reilly, S. (1995). Rethinking media literacy: a critical pedagogy of representation. New York: Peter Lang.

-- (I 994a). Life in Schools. New York: Longman.

-- (1994b). Multiculturalism and the postmodern critique: toward a pedagogy of resistance and transformation. In H. A. Giroux & R McLaren, eds. Between borders: pedagogy and the politics of cultural studies, 192-224. New York: Routledge.

McMillen, L. (1994, Nov. 23). A new wave of French thinkers. The Chronicle of Higher Education, p. AT

Moore, D.M. & Dwyer, RM., eds. (1994). Visual literacy: a spectrum of visual learning. Englewood Cliffs, NJ: Educational Technology.

Morage, C. & Anzaldua, G., eds. (1981). This bridge called my back: writings by radical women of color New York: Women of Color Press.

Moyers, B. (producer). (1992). America: what went wrong? [film]. Public Broadcasting System, Alexandria, VA.

Morgan, A. (1990). Whatever happened to the silent scientific revolution? Research, theory, and practice in distance education (information analysis). Open University, England: Institute of Educational Technology.

Muffoletto, R. (199 1). Technology and texts: breaking the window. In D. Hlynka & J.C. Belland, eds. Paradigms regained. the uses of illuminative, semiotic, and postmodern criticism as modes of inquiry in educational technology, 141-50. Englewood Cliffs, NJ: Educational Technology.

-- (1994). Representations: you, me, and them. In D.M. Moore & F.M. Dwyer, eds. Visual literacy: a spectrum of visual learning, 295-3 10. Englewood Cliffs, NJ: Educational Technology.

-- & Knupfer, N.N. (1993). Computers in education: social political, and historical perspectives. Cresskill, NJ: Hampton.

Murphy, J.W. & Pardeck, J.T. (1985). The technological world-view and the responsible use of computers in education. Journal of Education 167(2), 98-117.

Nichols, R.G. (1990). Speculations on a catastrophic future, education, and technology. Journal of Thought 25(1 & 2), 126-42.

-- (1991). Reconciling educational technology with the lifeworld: A study of Habermas' theory of communicative action. In D. Hlynka & J. Belland, eds. Paradigms regained: uses of illuminative, semiotic and post structural criticism as a mode of inquiry in educational technology 121-37. Englewood Cliffs, NJ: Educational Technology.

- (1993). Critical theory, educational technology, and ethics: helping teachers respond meaningfully to technology. In M. Simonson & K.O. Abu, eds. The 1993 Proceedings of Selected Research Paper Presentations. Washington, DC: Association for Educational Communications and Technology.

-- (1994a). Considering morals and visuals (beyond school). In D.M. Moore & F.M. Dwyer, eds. Visual literacy: a spectrum of visual learning, 369-79. Englewood Cliffs, NJ: Educational Technology.

(1994b, Feb.). Searching for moral guidance about educational technology. Educational Technology Magazine, 40-48.

Noble, D.D. (1988). Education, technology, and the military. In L.E. Beyers & M.W. Apple, eds. The curriculum: problems, politics, and possibilities, 241-58. Albany, NY. SUNY Press. (1991), The classroom arsenal: military research, information technology, andpublic education. Bristol, PA: Falmer.

Nosek, J.T. & Yaverbaum, G. (1991). Overcoming obstacles to university and industry synergy in information system education: lessons from action research. Education for Information 9(l), 3-19.

Nunan, T. (1983). Countering educational design. London: Croon Helm.

Oakes, J. (1985, Mar.). Collaborative inquiry: a congenial paradigm in a cantankerous world. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Ogbu, J. & Matute-Bianchi, M. (1986). Understanding sociocultural factors in education: knowledge, identity, and school adjustment. In Beyond language: social and cultural factors in schooling language minority students, 73-142. Los Angeles, CA: Evaluation, Dissemination and Assessment Center, California State University.

Off, D.W. (1992). Ecological literacy: education and the transition to a postmodern world. Albany, NY: SUNY Press.

Peters, M. (1995). Education and the postmodern condition. South Hadley, MA: Bergin & Garvey.

Phelen, J.M. (1988). Communing in isolation. Critical Studies in Mass Communications 5(4), 347-5 1.

Pinar, W. (1988). Introduction. In W.F. Pinar, ed. Contemporary curriculum discourses, 1-13. Scottsdale, AZ: Gorsuch Scarisbrick.

Popkewitz, T.S. (1990). Whose future? Whose past? Notes on critical theory and methodology. In E.G. Guba, ed. The paradigm dialogue, 46-66. Newbury Park, CA: Sage.

Poster, M. (1987). Foucault, the present and history. Cultural Critique 8, 105-21.

Preston, N. (1992). Computing and teaching: a socially-critical review. Journal of Computer Assisted Learning 8(l), 49-56.

Ritchey, R.C. & Seels, B. (1994). Defining a field: a case study of the development of the 1994 definition of instructional technology. In D.P. Ely & B.B. Minor, eds. Educational media and technology yearbook-1994, 2-17. Englewood, CO: Libraries Unlimited.

Robins, K. & Webster, F. (1989). The technical fix: education, . computers and industry. New York: St. Martin's.

Robinson. R.S., ed. (1990) [special issue]. Journal of Thought 25(1&2).

Wiegmann, B. & Nichols, R.G. (1992). Socio-cultural methodology and analysis of historic and current instructional materials. In The 1992 Proceedings of the International Visual Literacy Association. Blacksburg, VA: International Visual Literacy Association.

Roderick, R. (1986). Habermas and the foundations of critical theory. New York: St. Martin's.

Rothschild, J. (1986). Turing's men, Turing's women, or Turing person?: gender, languages, and computers. Working paper. Wellesley College, Massachusetts Center for Research on Women.

Saettler, L.P. (1990). The evolution of American educational technology. Englewood, CO: Libraries Unlimited.

Schooling for citizenship. (1992). Strategies 5(4). San Francisco, CA: Strategies for Media Literacy.

Schrage, M. (1993, May 7). Beware the computer technocrats: hardware won't educate our kids. Washington Post.

Schwoch, J., White, M. & Reilly, S. (1992). Media knowledge: readings in popular culture, pedagogy, and critical citizenship. Albany, NY: SUNY Press.

Schwoch, J., White, M., Rilley, S. & Scott, R.B. (1992). Drug abuse, race relations, and the prime time news program. In J. Schwoch, M. White & S. Reilly, eds. Media knowledge: readings in popular culture, pedagogy, and critical citizenship, 63-79. Albany, NY. State University of New York Press.

Seels, B. & Ritchey, R.C. (1994). Instructional technology: the definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.

Sholle, D. & Denski, S. (1994). Media education and the (re)production of culture. Westport, CT. Bergin & Garvey.

Shor, 1. (1986). Culture wars: school and society in the conservative restoration, 1969-1984. Boston, MA: Routledge & Kegan Paul.

Shor, 1. (1987). Freire for the classroom: a sourcebook for liberating teaching. Portsmouth, NH: Boyton/Cook.

Simon, R.I. (1992). Teaching against the grain: texts for a pedagogy of possability. New York: Bergin & Garvey.

Simpson, B. (1984). Heading for the ha-ha. Teachers College Record 85, 622-30.

Sloan, D. (1984). On raising critical questions about computers in education. Teachers College Record 85, 539-47.

Sprague, J. (1992). Critical perspectives on teacher empowerment Communication Education 4](2), 181-203.

Stabile, C.A. (1994). Feminism and the technological fm Manchester & New York: Manchester University Press.

Stallings, J. & Krasavage, E. (1986, Jan.). Peaks, valleys, and plateaus in program implementation: a longitudinal study of a Madeline Hunter follow-through project. Paper presented at the family and research action V conference, Lubbock, TX.

Streibel, M.J. (1986). A critical analysis of the use of computers in education. Educational Communications and Technology-A Journal of Theory, Research, and Development 34(3) 137-61.

-- (1991). Instructional design and human practice: what can we learn from Habermas's theory of technical and practical human interests? In M. Simonson, ed. The 1991 Proceedings of Selected Research Paper Presentations. Washington, DC: Association for Educational Communications and Technology.

-- (1993a). Instructional design and human practice: what can we learn from Grundy's interpretation of Habermas's theory of technical and practical human interests? In R. Muffoletto & N.N. Knupfer, eds. Computers in education: social, political, and historical perspectives, 141-62. Cresskill, NJ: Hampton.

-- (1993b, Mar.). Queries about computer education and situated critical pedagogy. Educational Technology Magazine, 22-26.

Sutton, R.E. (1991). Equity and computers in the schools: a decade of research. Review of Educational Research 61, 475-503.

Tanner, H. (1992). Developing the use of IT within mathematics through action research. Computers and Education 18(1-3), 143-48.

Taylor, P. (1993). The texts of Paulo Freire. Philadelphia, PA: Open University Press.

Taylor, W.D. & Johnsen, J.B. (1986). Resisting technological momentum. In J.A. Culbertson & L.L. Cunningham, eds. Technology and education (85th yearbook of the National Society for the Study of Education), 216-33. Chicago, IL: University of Chicago Press.

Thompson, B. & Disch, E. (1992). Feminist, anti-racist, anti-oppression teaching: two white women's experience. Radical Teacher 41, 4-10.

Thurston, L.P. (1989, Jun.). Girls, computers, and amber waves of grain: computer equity programming for rural teachers. Paper presented at the I I th Annual Conference of the National Women's Studies Association, Towson, MD.

Trend, D. (1994). Nationalities, pedagogies, and the media. In H.A. Giroux & P. McLaren, eds. Between borders: pedagogy and the politics of cultural studies, 225-4 1. New York: Routledge.

Tripp, D.H. (1990). Socially critical action research. Theory Into-Practice 29(3),158-166.

WaJcman, J. (1991). Feminism confronts technology. University Park, PA: Pennsylvania State University Press.

Wallace, M. (1994). Multiculturalisin and oppositionality. In H.A. Giroux & P. McLaren, eds. Between borders: pedagogy and the politics of cultural studies, 180-91. New York: Routledge.

Walker, A. (1983). In search of our mothers'garden. New York: Harcourt, Brace.

Watt, M.L. & Watt, D.L. (1991, Apr.). Classroom action research: a professional development opportunity for experienced teachers (draft). Paper presented at the Annual Meeting of the Educational Research Association, Chicago, IL.

Weedon, C. (1987). Feminist practice and poststructuralist . theory. Oxford, England: Blackwell.

Weiler, K. (1988). Women teaching for change. South Hadley, MA: Bergin & Garvey.

-- (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review 61, 449-74.

-- & Mitchell, C. (1992). What schools can do: critical

pedagogy and practice. Ithaca, NY. SUNY Press.

West, C. (1988). Marxist theory and the specificity of Afro-American oppression. In Nelson & Grossberg, eds. Marxism and the interpretation of culture, 17-26. Urbana, IL: University of Illinois Press.

West, C. (1993). Preface. In R McLaren & P. Leonard, eds. Paulo Freire: a critical encounter, xiii-xiv. New York: Routledge.

Wexler, R (1988). Body and soul: sources of social change and strategies of education. In W.F. Pinar, ed. Contemporary curriculum discourses 201-22. Scottsdale, AZ: Gorsuch Scarisbrick.

-- (1991). Critical theory now. Baltimore, MD: Taylor & Francis. Whatley, M.H. (1990). The picture of health: how textbook photographs construct health. In E. Ellsworth & M.H. Whatley, eds. The ideology of images in educational media, 121-40. New York: Teachers College Press.

-- (1991). Raging hormones and powerful cars: the construction of men's sexuality in school sex education and popular adolescent films. In H.A. Giroux, ed., Postmodernism, feminism, and cultural politics: redrawing educational boundaries, 119-44. Albany, NY. SUNY Press.

-- (1993). Photographic images of blacks in sexuality texts. In L.A. Castenell & W.F. Pinar, eds. Understanding curriculum as racial text. representations of identity and difference in education, 83-106. Albany, NY: SUNY Press.

Wilson, T. (1989, Mar.). Who designs what, for whom, and how? Some preliminary thoughts on instructional design and educational ideologies. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.

Winkler, K.J. (1993, Oct. 13). Scholars mark the beginning of the age of "post theory." The Chronicle of Higher Education, p. A9.

Winner, L. (1977). Autonomous technology: technics-out-of control as a theme in political thought. Cambridge, MA: MIT Press.

Winograd, T. & Flores, F. (1986). Understanding computers and cognition. Norwood, NJ: Ablex.

Yeaman, A.R.J. (1990). An anthropological vie w* of educational communications and technology: beliefs and behaviors in research and theory. Canadian Journal of Educational Communication 19(3),237-46.

-- (1994a). Deconstruction and visuals: is this a telephone? In D.M. Moore & F.M. Dwyer. eds., Visual literacy: a Spectrum of visual learning, 311-36. Englewood Cliffs, NJ: Educational Technology.

-- ed. (1994b, Feb.). The ethical position of educational technology in society [special issue.]. Educational Technology Magazine. Englewood Cliffs, NJ: Educational Technology.

Young, R. (1990). A critical theory of education: Habermas and our children's future. New York: Teacher's College Press.

-- (1991). Critical theory and classroom talk. Philadelphia, PA: Multilingual Matters.

Zeni, J. (1990). WritingLands: composing with old and new writing tools. Urbana IL: National Council of Teachers of English.