The ideology of education : the commonwealth, the market, and America's schools (Book, 2003) [WorldCat.org]
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The ideology of education : the commonwealth, the market, and America's schools

Author: Kevin B Smith
Publisher: Albany : State University of New York Press, ©2003.
Edition/Format:   Print book : State or province government publication : EnglishView all editions and formats
Summary:
"Advocates of market-based education reforms (including such policies as choice, charters, vouchers, and outright privatization) argue that they represent ready solutions to clearly defined problems. Critics of market models, on the other hand, argue that these reforms misperceive the purposes of public education and threaten its democratic ethos. This book explores both the promises and pitfalls of market forces -
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Details

Material Type: Government publication, State or province government publication
Document Type: Book
All Authors / Contributors: Kevin B Smith
ISBN: 0791456455 9780791456453 0791456463 9780791456460
OCLC Number: 49977186
Description: xv, 196 pages : illustrations ; 23 cm
Contents: Ideology and education --
Education and the economy --
Education and equality of opportunity --
Institutional structure and educational goals --
Education and civic culture --
Education as ideology.
Responsibility: Kevin B. Smith.

Abstract:

"Advocates of market-based education reforms (including such policies as choice, charters, vouchers, and outright privatization) argue that they represent ready solutions to clearly defined problems. Critics of market models, on the other hand, argue that these reforms misperceive the purposes of public education and threaten its democratic ethos. This book explores both the promises and pitfalls of market forces - their potential to improve the quality of public education and their compatibility with its republican justifications. Smith argues that although market models of education are not without utilitarian merit, their potential to alter the social-democratic purposes of education is seriously underestimated.

He supports this claim with a series of sophisticated analyses of the key assumptions underlying these models, and by examining the normative elements of theory and methodology that can - and often do - skew empirical policy analysis toward market preferences. He concludes that market reforms are not just a ready means to effectively address the problems of public schooling but rather represent a clear attempt to ideologically redefine its ends."--Jacket.

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