The Possibility of Public Education in an Instrumentalist Age

Autor/in	Higgins, Chris
Titel	The Possibility of Public Education in an Instrumentalist Age
Quelle	In: Educational Theory, 61 (2011) 4, S.451-466 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2011.00414.x
Schlagwörter	Public Schools; Public Education; Educational Philosophy; Politics of Education; Educational Theories; Educational Administration; School Restructuring; Educational Change; School Effectiveness; Educational Opportunities; Institutional Advancement; Citizenship Education; Educational Development; Educational Policy + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Öffentliche Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Educational policy; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Schulreformplan; Schulumwandlung; Bildungsreform; Schuleffizienz; Bildungsangebot; Bildungschance; nicht übertragen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsentwicklung; Politics of education
Abstract	In our increasingly instrumentalist culture, debates over the privatization of schooling may be beside the point. Whether we hatch some new plan for chartering or funding schools, or retain the traditional model of government-run schools, the ongoing instrumentalization of education threatens the very possibility of public education. Indeed, in the culture of performativity, not only the public school but public life itself is hollowed out and debased. Qualities are recast as quantities, judgments replaced by rubrics, teaching and learning turned into exchange values. Schools should be central to public life: key locations for the regeneration of values, the cultivation of judgment, and the creation of the conditions for positive freedom. In this article Chris Higgins, drawing on Hannah Arendt and Alasdair MacIntyre, goes beyond typical treatments of the schools as equalizer of individual opportunity to explore three aspects of educational publicity: the school as an object of communal concern, schooling as preparation for public life, and the classroom as public space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10