Challenging Freedom

Neoliberalism and the Erosion of Democratic Education

Bibliographic Data

ID19127902
AuthorsRobert Karaba (New Mexico Highlands University, corresponding author)
Year2016
Volume24
Issue1
Pages1
Publication date2016-05-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDemocracy & Education (JOURNAL)
Journal identifiersISSN: 2164-7992
PublisherLewis and Clark Graduate School of Education and Counseling (PUBLISHER)
DOI10.65214/2164-7992.1216
OpenAlexW2347062905
LanguageEN
Citations received3
References cited5

Goodlad, et al. (2002) rightly point out that a culture can either resist or support change. Schein’s (2010) model of culture indicates observable behaviors of a culture can be explained by exposing underlying shared values and basic assumptions that give meaning to the performance. Yet culture is many-faceted and complex. So Schein advised a clinical approach to cultural analysis that calls for identifying a problem in order to focus the analysis on relevant values and assumptions. This project starts with two assumptions: (1) The erosion of democratic education is a visible overt behavior of the current U.S. macro-culture, and (2) this is a problem. I intend to use this problem of the erosion of democratic education as a basis for a cultural analysis. My essential question is: What are the deeper, collective, competing value commitments and shared basic assumptions that hinder efforts for democratic education? The purpose of this paper is to start a conversation about particular cultural limitations and barriers we are working with as we move toward recapturing the civic mission of education

Conversation · Democracy · Democratic Education · Epistemology · Political science · Politics · Rationality · Social science · Sociology · Catholicism and Religious Studies · Education, Leadership, and Health Research · Law · Multicultural Socio-Legal Studies

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