Hegemony of the “Great Equalizer” and the Fragmentation of Common Sense
A Gramscian Model of Inflated Ambitions for Schooling
Dados Bibliográficos
| ID | 8923924 |
|---|---|
| Autores | Jerald Isseks (Rutgers, the State University of New Jersey, autor correspondente) |
| Ano | 2016 |
| Volume | 53 |
| Fascículo | 1 |
| Páginas | 49-62 |
| Data de publicação | 2016-12-23 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Educational Studies (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2016.1261026 |
| OpenAlex | W2562545339 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 35 |
Increasingly over the past 50 years, the mission statement of schooling in dominant US-American discourse has coalesced around a Great Equalizer narrative of education; that is, it has identified schools as the primary means through which individuals can achieve social mobility. In this article, I employ a Gramscian framework to describe how this dominant yet illusory definition of purpose disorients well-intentioned educational actors and often pits them unwittingly against each other. I show that as a result of a false narrative about what schools do for society, a fragmented common sense has arisen amongst teachers, politicians, scholars and activists to the detriment of a collective theory of change. To guard against fragmentation and avert educational actors' consent to a hegemonic social order, I argue that the first step toward collective resistance is acknowledging the limited impact schools have on the socioeconomic layout of society. Accordingly, educational actors hoping to ameliorate inequality must agree upon more realistic—and less tangible—cultural goals for schooling, such as inculcating critical citizenship and fostering civic participation
Common sense · Equalizer · Fragmentation (computing · Hegemony · Political science · Sociology · Telecommunications · Computer Science · Global Education and Multiculturalism · Global Educational Policies and Reforms · Political theory and Gramsci · Psychology
High Stakes Education
“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates
Education, Culture, and Class Power
Ain’t No Makin’ It
Punished
Social Class and the Hidden Curriculum of Work
Note to Educators
Public Goods, Private Goods
When saying you care is not really caring’
The unexamined Whiteness of teaching
Reproduction in Education, Society and Culture
School Choice Policies and Racial Segregation
Learning to Labor
Postcards from Metro America
Unraveling the Threads of White Teachers’ Conceptions of Caring
The Uncertain Triumph
Death at an Early Age
The Right to the City
Unpacking Detracking
Educating the “Good” Citizen
Working toward third space in content area literacy
Subalternity and Language
Reproduction in Education, Society and Culture
Teachers as Civic Agents
How Listening to Students Can Help Schools to Improve
Schooling in Capitalist America Revisited
Restorative Justice in Schools
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 0,11 |
| Intervalo de citações | 2017 - 2017 (1) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |