Literaturnachweis - Detailanzeige
| Autor/in | DeCesare, Tony |
|---|---|
| Titel | Centered Democratic Education: Public Schools as Civic Centers |
| Quelle | In: Philosophical Studies in Education, 51 (2020), S.33-43 (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0160-7561 |
| Schlagwörter | Citizenship Education; Civics; Democracy; Public Schools; Politics of Education; Role of Education; Public Education |
| Abstract | Changes to the landscape of "public" education in the United States, particularly the proliferation of charter and other non-traditional public schools and shifting forms of school governance, have motivated some philosophers of education to reconsider the form and function of public schools in a democracy. This article is largely sympathetic to such efforts but aims to develop this work in a more radical direction by (re)considering the potential for public schools to serve as "social"--or, as the author prefers, following Boyte, "civic" --centers. The author argues, in the first section, that the current political climate--one marked by a crisis of democracy and the rise of "civic deserts"--demands this more radical re-conception of the "public" nature of public schools, especially with regard to their democratic purpose and function. The emerging literature in political philosophy of education falls short of meeting this demand, however, because it tends, ultimately, still to conceptualize public schools too narrowly, that is, as institutions that primarily (and often exclusively) educate or otherwise serve children and that the (adult) public simply helps to design, govern, and hold accountable. To make this critical point and to begin drawing out its implications, the author will engage, in the second section, with what is taken to be an important and representative example from this literature, namely, Stitzlein's "American Public Education and the Responsibility of Its Citizens." In the final sections the author draws on an historical example from the Progressive Era's schools-as-social-centers movement to outline a conception of public schools as civic centers--as sites for what the author ultimately calls "centered democratic education." This conception posits public schools as intentionally sites of civic and political engagement and education for the public as a whole. Understood in this way, public schools support in myriad ways the civic-political functioning and learning of the entire democratic citizenry. (ERIC). |
| Anmerkungen | Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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