Democratic Education Requires Rejecting the New Corporate Two-Tiered School System

Autor/in	Saltman, Kenneth J.
Titel	Democratic Education Requires Rejecting the New Corporate Two-Tiered School System
Quelle	In: American Journal of Education, 118 (2012) 3, S.389-393 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/665015
Schlagwörter	Stellungnahme; Human Capital; Privatization; Democracy; Educational Change; Democratic Values; Citizenship Education; Politics of Education; Policy Analysis; School Restructuring; Equal Education; School Segregation; Commercialization; Funding Formulas; Reader Response; Educational Administration + Suchen Sie Ihr Suchwort? Humankapital; Privatisation; Privatisierung; Demokratie; Bildungsreform; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Educational policy; Bildungspolitik; Politikfeldanalyse; Schulreformplan; Schulumwandlung; Funding; Finanzierung; Leserbrief; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	In his essay "Individuality, Equality, and Creative Democracy--the Task Before Us," Jim Garrison (2012, in this issue) restates Dewey's call "to educate individuals capable of criticizing and recreating society--not simply reproducing the status quo." He writes that under the new structural feudalism, "schools assume the task of standardizing human capital as a commodity suitable for ready exchange that fits docilely into the existing sociopolitical-economic order rather than democratic individuals charged with challenging and changing the status quo." In this article, Saltman suggests that how schools are being reformed and by whom illustrates the formation of a new two-tiered educational system--not just through NCLB but also RTTT (Race to the Top), chartering, and other forms of privatization. He contends that the new two-tiered public school system that is being created through privatization and corporate reform-models does nothing to challenge the legacy of segregation or funding inequalities, and it largely runs counter to the development of critical dispositions for democratic education. (ERIC).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10