Suchergebnisse

We hear a lot of talk, recently, about America's deepening "creativity crisis"(Seargeant Richardson, 2011) and what schools can do to resolve it. To whatever extent such a crisis is real (Schrage, 2010), we should not expect schools to be part of the solution. From its inception, compulsory schooling in the United States has always served the values of our nation's dominant institutions and the interests of the social, political, and economic elites who own, control, and benefit most from the social arrangements and relations engendered by those institutions. To organize and operate a set of institutions dedicated to promoting critical and creative thought would run counter to those dominant values and interests by developing the cognitive habits among the population that could render them less susceptible to easy government and corporate manipulation. Therefore, so long as those values and interests remain dominant within the larger society, they will remain dominant within schools, thereby limiting the extent to which schools will ever nurture creativity and critical reflection.

Opponents of the neoliberal privatization of schools must be cautious in formulating their opposition so as not to situate themselves as the defenders of an otherwise indefensible status quo. Though we might expect professors in traditional university-based educational-leadership programs to protect their institutional self-interests and their traditional monopoly on the preparation of school leaders against the challenge presented by Eli Broad's Superintendents Academy, do we know for a fact that the curriculum of Broad's Academy differs significantly from their own programs? It would be hard for us to name very many professors who have defended those programs as bastions of democratic values.

Examines development discourse & educational discourse as components of global economization, focusing on how economic interests dominate the US system of mandatory education. The close association of education & international development with progress is discussed. The origins of development discourse in medieval Europe as part of the political strategy of economization, which formally separated economics from society & culture, is described. It is shown how economization sees scarcity as necessary to human existence, transforming basic needs into unlimited wants & destroying the heterogeneity of traditional societies in Europe & its colonies. It is argued that the imposition of development discourse & economization on colonized peoples is similar to the dominance of economic concerns in US public schools. It is hoped that, by understanding the link between current educational discourse & this economic mode of human understanding & action, educators will band together to de-economize the public schools &, thus, decolonize society. T. Arnold

1. The function of schools : subtler and cruder methods of control / Noam Chomsky -- 2. Rivers of fire : BPAmaco's iMPACT on education / Kenneth J. Saltman and Robin Truth Goodman -- 3. Education is enforcement : the centrality of cumpulsory schooling / David A. Gabbard -- 4. Cracking down : Chicago school policy and the regulation of black and latino youth / Pauline Lipman -- 5. Facing oppression : youth voices from the front / Pepi Leistyna -- 6. Tased and confused : from social exclusion to shock in the war on youth / Christopher G. Robbins -- 7. Freedom for some, discipline for "others" : the structure of inequity in education / Enora R. Brown -- 8. Forceful hegemony : a warning and a solution from Indian country / Four Arrows -- 9. From abstration and militarization of language education to soeicty for language education : lessons from Daisaku Ikeda and Tsunesaburo Makiguchi / Jason Goulah --

The first book to bring together noted scholars to address how education is being remade by the violent demands of corporate globalization as well as how education is central to the global pursuit of corporate dominance.