For-Profit Charter Schools and Threats to the Publicness of Public Schools

Autor/in	Stitzlein, Sarah M.
Titel	For-Profit Charter Schools and Threats to the Publicness of Public Schools
Quelle	In: Philosophical Studies in Education, 44 (2013), S.88-99 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Stellungnahme; Charter Schools; Educational Policy; Educational Administration; Educational Philosophy; Public Education; School Organization; Management Systems; Neoliberalism; Organizations (Groups); Educational Objectives; Educational Benefits; Decision Making; Educational Finance + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Politics of education; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsphilosophie; Erziehungsphilosophie; Öffentliche Erziehung; School organisation; Schulorganisation; Neo-liberalism; Neoliberalismus; Educational objective; Bildungsziel; Erziehungsziel; Bildungsertrag; Decision-making; Entscheidungsfindung; Bildungsfonds
Abstract	Media portrayals and education policies have combined with anecdotes about charter school successes to produce a favorable assessment of charter schools by two-thirds of Americans. Such media celebrations often group an array of charter school types together, thereby disguising their differences. Indeed, the public seems unaware there are significant differences amongst charter schools, including organization, oversight, curricula, and pedagogical approaches. Education Management Organizations (EMOs) are one noteworthy type of charter school, often treated interchangeably with others, which differs considerably from many charter schools in both nature and practice. The author of this article argues for pausing the rush uncritically to celebrate EMOs by offering a philosophical analysis of the ways in which they fail to fulfill and, at times, outright contradict and undermine the "publicness" of public education, for in large part such failure relates to the neoliberal ideologies that guide EMOs. She argues that citizens and policymakers should not so quickly endorse EMOs alongside other types of charter schools if they seek to preserve the public functions, benefits, and goals of public education. (Contains 33 footnotes.) (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://www.ovpes.org/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10