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The struggle for control of public education: market by Michael Engel

By Michael Engel

These making judgements approximately schooling at the present time argue that industry innovations advertise democratic academic reform, whilst relatively they advertise marketplace reform of schooling. Michael Engel argues in contrast tendency, siding with democratic values and demands a go back to community-controlled colleges.

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Sample text

After further theoretical inquiries, it became apparent that the common bond behind these seemingly disparate trends was the ideology of market economics. The dominant position of this ideology explained both the unquestioning acceptance that these trends were given and the somewhat puzzled responses that I received when I questioned them. What also became clear was that despite the sincere concern for students held by almost everyone connected with the school system, the market-oriented policies we were pursuing were motivated by anything but that concern.

New York: Random House. Page 17 Plank, David, and William L. Boyd. " American Educational Research Journal 31: 263281. Postman, Neil. 1995. The End of Education. New York: Knopf. Tyack, David B. 1993. " In Decentralization and School Improvement, ed. Jane Hannaway and Martin Carnoy. San Francisco: Jossey-Bass. Tyack, David B. and Larry Cuban. 1995. Tinkering toward Utopia. Cambridge: Harvard University Press. Vine, Phyllis. 1997. " The Nation, 8 September.  . an enthralling religion, a self-satisfied belief system that attracts fervent and influential adherents.

The most prominent thinkers among progressive educatorsJohn Dewey, Boyd Henry Bode, William Heard Kilpatrick, Harold Rugg, Theodore Brameld, and George S. Counts, to name a fewwho were committed to building a new, more democratic and egalitarian society, for the most part advanced their educational programs within that context. Even if they did not succeed in remaking the school system, their efforts had two important results. First of all, they precipitated an intense political and ideological debate over the purpose and direction of education in relation to the socioeconomic system.

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