Presentation Type
Oral Presentation
Location
Portland State University, Portland, Oregon
Start Date
5-12-2015 2:45 PM
End Date
5-12-2015 4:15 PM
Subjects
Education -- Aims and objectives -- United States, Education -- Philosophy, Democracy and education -- United States, Education -- Curricula -- Political aspects -- United States
Abstract
Deeply rooted societal concerns about what role democratic ideals should play within systems of education, and how much sway the federal government should hold over educational institutions, have been at the forefront of American educational policy for decades. These questions have more recently been brought into the limelight once again within the context of the implementation of charter schools and the controversial No Child Left Behind act, and its subsequent failure. The expressed goal of this paper is to provide an examination of what philosophies and ideals of so-called "democratic education" are have played major roles in developing the discourse surrounding, and the implementation of, US federal policy in K-12 education. Through a brief survey of the philosophical writings which have largely informed US policy, an analysis of these writings within the context of the rise of American charter schools and the NCLB, and a reflection on the common problems that such philosophies are fraught with, this paper seeks to provide some hope for transforming future models of American education for the better. Specifically, this study aims at forging a more nuanced understanding of the underlining beliefs that have driven recent educational legislation, and how democratic education has further marginalized low-income and traditionally underrepresented students.
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Persistent Identifier
http://archives.pdx.edu/ds/psu/19813
Included in
Curriculum and Social Inquiry Commons, Ethics and Political Philosophy Commons, Social and Philosophical Foundations of Education Commons
Freedom from Equality: Democratic Education and the Failure of the NCLB
Portland State University, Portland, Oregon
Deeply rooted societal concerns about what role democratic ideals should play within systems of education, and how much sway the federal government should hold over educational institutions, have been at the forefront of American educational policy for decades. These questions have more recently been brought into the limelight once again within the context of the implementation of charter schools and the controversial No Child Left Behind act, and its subsequent failure. The expressed goal of this paper is to provide an examination of what philosophies and ideals of so-called "democratic education" are have played major roles in developing the discourse surrounding, and the implementation of, US federal policy in K-12 education. Through a brief survey of the philosophical writings which have largely informed US policy, an analysis of these writings within the context of the rise of American charter schools and the NCLB, and a reflection on the common problems that such philosophies are fraught with, this paper seeks to provide some hope for transforming future models of American education for the better. Specifically, this study aims at forging a more nuanced understanding of the underlining beliefs that have driven recent educational legislation, and how democratic education has further marginalized low-income and traditionally underrepresented students.