• Social Class and the Hidden Curriculum PDF

  Anyon, Jean. 1980. “Social Class and the Hidden Curriculum of Work.” Journal of Education 162 (1): 67-92

• Social Class and School Knowledge PDF

  Anyon, Jean. 1981. “Social Class and School Knowledge.” Curriculum Inquiry 11 (1): 3–42.

• Teacher Development and Reform in an Inner-City School

  Anyon, Jean. 1994. “Teacher Development and Reform in an Inner-City School.” Teachers College Record 96: 14–31.

• Race, Social Class, and Educational Reform in an Inner-City School

  Anyon, Jean. 1995. “Race, Social Class, and Educational Reform in an Inner-City School.” Teachers College Record 97: 69–94.

• What ‘Counts’ as Educational Policy? Notes Toward a New Paradigm PDF

  Anyon, Jean. 2005. “What ‘Counts’ as Educational Policy? Notes Toward a New Paradigm.” Harvard Educational Review 75 (Spring): 65–88.

• NCLB as an anti-poverty program PDF

  Anyon, Jean, and Kiersten Greene. 2007. “No Child Left Behind as an Anti-Poverty Measure.” Teacher Education Quarterly 34 (Spring): 157–162.

• Fall 2012: Pedagogy in Urban Classrooms

  This course examines the relationships between political, economic, cultural, and educational contexts and what occurs in urban schools and classrooms. The course defines pedagogy broadly, as consequences of sets of relationships among factors both external and internal to schools. Students will assess the effects of political and economic policies and practices on the shape and processes of schooling. Students will also consider the contribution of urban communities and cultures to what occurs in schools and classrooms. We will discuss what is (the problems and injustices) as well as what could be – versions of what is possible and just.

  Syllabus

• Spring 2012: Critical Social Theory in Educational Studies

  This course familiarizes students with critical social theorists often utilized by scholars in the academy. Goals of the course are to consider the following kinds of questions about critical social theory: What is it? How can it be useful? For example, how are power and resistance theorized, and how can we study and utilize such constructs in educational research? How can we use theory to organize daily struggles against unjust power in education and other parts of society?

  Syllabus

Education

• B.A. University of Pennsylvania, 1963.
  • All-University Scholar
• M.S. Education, University of Pennsylvania, 1965.
  • Tuition Scholarship
• Ph.D. Education and Psycholinguistics, New York University, 1976.
  • Teaching Fellowship

Academic Positions

• Graduate Center, City University of New York
  • Professor of Education Policy, January 2001– Present
• Rutgers University
  • Member of Doctoral Faculty, Graduate School of Education, Rutgers University New Brunswick, 1976-December 2000
  • Member of Graduate Faculty, Rutgers University Newark
  • Chairperson, Department of Education, Rutgers University Newark, 1982-1999