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Full-Text Articles in Education
Myths Economic And Civic. A Book Review Of The Education Myth: How Human Capital Trumped Social Democracy, Kelly Swope
Myths Economic And Civic. A Book Review Of The Education Myth: How Human Capital Trumped Social Democracy, Kelly Swope
Democracy and Education
I review historian Jon Shelton's 2023 book, The Education Myth: How Human Capital Trumped Social Democracy. First, I summarize the book's main claim that a pernicious myth about public schooling's role in developing human capital is the root of our current educational problems. Second, I provide a chapter-by-chapter summary of the book's contents. Finally, I analyze the book's accomplishments and suggest that there is one powerful education myth about public schools' relationship to American democracy that the author omits from this valuable new study.
Public Schooling For Democracy. A Book Review Of Public Education: Defending A Cornerstone Of American Democracy, Ellis E. Reid V
Public Schooling For Democracy. A Book Review Of Public Education: Defending A Cornerstone Of American Democracy, Ellis E. Reid V
Democracy and Education
This essay is a book review of Public Education: Defending a Cornerstone of American Democracy.
The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education, Rebecca C. Tilhou
The Morning Meeting: Fostering A Participatory Democracy Begins With Youth In Public Education, Rebecca C. Tilhou
Democracy and Education
There is a faltering sense of democracy in America’s current political climate due to polarized opinions about leadership’s decisions and antagonistic political parties. John Dewey (1916) proposed that education is the place to foster democracy, as schools can provide a platform to actively engage students in authentic democratic experiences that will empower them to act democratically beyond the walls of the school. The democratic schools that emerged during the Free School Movement of the 1960s and 1970s embody Dewey’s philosophy, specifically with the shared governance occurring in their School Meetings. Unfortunately, American public education’s present preoccupation with standardization, proficiency scores, …
Negating Amy Gutmann: Deliberative Democracy, Business Influence, And Segmentation Strategies In Education, Brian Ford
Negating Amy Gutmann: Deliberative Democracy, Business Influence, And Segmentation Strategies In Education, Brian Ford
Democracy and Education
The task of creating a public will is daunting in any political system, but a democracy dedicated to the principles of participation and public deliberation faces specific challenges, including overcoming organized opposition that may not accept democratic tenets. In the sphere of education (and social reproduction more generally), business-influenced movements to reform public education question many of the established goals and norms of democratic education and thus may be the vanguard of such opposition. In order to interpret and explore these movements, this article enlists Amy Gutmann's work as a heuristic device. In so doing, it looks at the task …
Disrupting Whiteness In Curriculum History. A Book Review Of Reclaiming The Multicultural Roots Of U.S. Curriculum: Communities Of Color And Official Knowledge In Education, Christopher L. Busey
Disrupting Whiteness In Curriculum History. A Book Review Of Reclaiming The Multicultural Roots Of U.S. Curriculum: Communities Of Color And Official Knowledge In Education, Christopher L. Busey
Democracy and Education
The canon and curriculum of curriculum history remain grounded in Whiteness. Little attention is given to multicultural narratives of curriculum history, especially those that emerge from marginalized communities of color in the U.S. This book review details how Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education (Au, Brown, & Calderón, 2016) aims to address a void in the canon of curriculum history. Through the lens of Indigenous peoples, Chinese Americans, Japanese Americans, Mexican Americans, and African Americans, the field of curriculum history is enriched with discourses as to how communities of color both …
Racism, Reform, Revolution? The Segrenomics Of American Education. A Book Review Of Cutting School: Privatization, Segregation, And The End Of Public Education, Sue Ellen Henry, Michael Drabich, Charlotte Detwiler, Katelyn Kempf, Katherine Kromer, Anthony Scrima, Kafilat Oladiran, Melanie Scurto, Will Simonson, Janey Woo
Racism, Reform, Revolution? The Segrenomics Of American Education. A Book Review Of Cutting School: Privatization, Segregation, And The End Of Public Education, Sue Ellen Henry, Michael Drabich, Charlotte Detwiler, Katelyn Kempf, Katherine Kromer, Anthony Scrima, Kafilat Oladiran, Melanie Scurto, Will Simonson, Janey Woo
Democracy and Education
A review of the book Cutting School: Privatization, Segregation, and the End of Public Education, by Noliwe Rooks (The New Press, 2017).
Is Group Therapy Democratic? Enduring Consequences Of Outward Bound’S Alignment With The Human Potential Movement. A Response To “How To Be Nice And Get What You Want: Structural Referents Of 'Self’ And ‘Other’ In Experiential Education As (Un)Democratic Practice.", Jayson Seaman
Democracy and Education
Franklin Vernon provided an example of how programs viewing themselves as “cultural islands” are in fact embedded within historical capitalist relations, through the discourses of self that they promote. In this response, I expand on Vernon’s argument to situate the quasi-therapeutic practices he identified in the history of the human potential movement, which effectively merged with Outward Bound starting in the 1960s and continues to define outdoor experiential education. Where Vernon sought the structural referents to different models of self, this response seeks their historical origins. The response concludes by linking Vernon’s argument with existing critiques and parallel efforts in …
Neoliberal Ideology And Democratic Learning. A Response To "Challenging Freedom: Neoliberalism And The Erosion Of Democratic Education", Emery James Hyslop-Margison, Andrés Ramírez
Neoliberal Ideology And Democratic Learning. A Response To "Challenging Freedom: Neoliberalism And The Erosion Of Democratic Education", Emery James Hyslop-Margison, Andrés Ramírez
Democracy and Education
In "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education," the author suggests that the presumed decline of democratic learning in public schooling follows from two primary forces: (a) the metaphysical implications of Cartesian psychophysical dualism that support an ontological understanding of the self as distinct from social influence and (b) a corresponding concept of freedom emerging from this ontology that exonerates individuals from any meaningful level of social moral responsibility. Although we agree in large part with the general argument advanced in the essay, there are some theoretical and historical gaps that we attempt to bridge in this response. …
Educating Each According To His Needs: A Response To “Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics”, Andrew Holowchak
Educating Each According To His Needs: A Response To “Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics”, Andrew Holowchak
Democracy and Education
This essay is a reply to Brian Dotts’s “Beyond the Schoolhouse Door,” which focuses on the need of a system of general education in Jefferson’s writings on educative reform.
Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics, Brian W. Dotts
Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics, Brian W. Dotts
Democracy and Education
Jefferson believed that citizenship must exhibit republican virtue. While education was necessary in a republican polity, it alone was insufficient in sustaining a revolutionary civic spirit. This paper examines Jefferson's expectations for citizen virtue, specifically related to militia and jury service in his 'little republics.' Citizens required not only knowledge of history and republican principles, but also public spaces where they could personify what they learned. Jefferson often analogized the nation as a ship at sea, and while navigational instruments are necessary in charting an accurate course, i.e., republican theories, they become inconsequential without the decisive action required for their …
Jefferson And Democratic Education. A Response To "Thomas Jefferson And The Ideology Of Democratic Schooling", M. Andrew Holowchak
Jefferson And Democratic Education. A Response To "Thomas Jefferson And The Ideology Of Democratic Schooling", M. Andrew Holowchak
Democracy and Education
This essay is a reply to James Carpenter's “Thomas Jefferson and the Ideology of Democratic Schooling.” In it, I argue that there is an apophatic strain in the essay that calls into question the motivation for the undertaking.
The Complexity Of Thomas Jefferson. A Response To "'The Diffusion Of Light': Jefferson's Philosophy Of Education", James Carpenter
The Complexity Of Thomas Jefferson. A Response To "'The Diffusion Of Light': Jefferson's Philosophy Of Education", James Carpenter
Democracy and Education
This response argues that Jefferson's educational philosophy must be considered in a proper historical context. Holowchak accurately demonstrates both Jefferson's obsession with education and the political philosophy on which his educational beliefs are built. However, the effort to apply modern democratic and meritocratic attributes to Jefferson is unwarranted.
We Were There Too: Learning From Black Male Teachers In Mississippi About Successful Teaching Of Black Students, Cleveland Hayes, Brenda Juarez, Veronica Escoffery-Runnels
We Were There Too: Learning From Black Male Teachers In Mississippi About Successful Teaching Of Black Students, Cleveland Hayes, Brenda Juarez, Veronica Escoffery-Runnels
Democracy and Education
Applying culturally relevant and social justice–oriented notions of teaching and learning and a critical race theory (CRT) analysis of teacher preparation in the United States, this study examines the oral life histories of two Black male teachers recognized for their successful teaching of Black students. These histories provide us with a venue for identifying thematic patterns across the two teachers' educational philosophies and pedagogical practices and for analyzing how these teachers' respective personal and professional experiences have influenced their individual and collective approaches to teaching and learning.
Thomas Jefferson And The Ideology Of Democratic Schooling, James Carpenter
Thomas Jefferson And The Ideology Of Democratic Schooling, James Carpenter
Democracy and Education
I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on modern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions.
Is Jefferson A Founding Father Of Democratic Education? A Response To "Jefferson And The Ideology Of Democratic Schooling", Johann Neem
Democracy and Education
This response argues that it is reasonable to consider Thomas Jefferson a proponent of democratic education. It suggests that Jefferson's education proposals sought to ensure the wide distribution of knowledge and that Jefferson's legacy remains important to us today.
“The Diffusion Of Light”: Jefferson’S Philosophy Of Education, M. Andrew Holowchak
“The Diffusion Of Light”: Jefferson’S Philosophy Of Education, M. Andrew Holowchak
Democracy and Education
Jefferson's republicanism—a people-first, mostly bottom-up political vision with a moral underpinning—was critically dependent on general education for the citizenry and higher education for those who would govern. This paper contains an analysis of Jefferson’s general philosophy of pedagogy by enumerating some of its most fundamental principles, applicable to both elementary and higher education.