Why We Can’t Leave Public Schools Behind
The Inseparable Legacy of Public Education and American Democracy
Bibliographic Data
| ID | 9730563 |
|---|---|
| Authors | Tondra L Loder (University of Alabama at Birmingham, School of Education, EB 232H, Department of Leadership, Special Education, Foundations, and Technology, 1530 Third Avenue South, Birmingham, AL 35294-1250; . Her research interests include urban education; the life history of urban educators; U.S. social movements and education; and race, class, and gender in education, corresponding author) |
| Year | 2006 |
| Volume | 35 |
| Issue | 5 |
| Pages | 30-35 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x035005030 |
| OpenAlex | W2073179185 |
| Language | EN |
| Citations received | 5 |
| References cited | 2 |
versal state-supported and locally governed public schooling. Like Jefferson, Mann believed that the State should assume primary responsibility for supporting and governing public schools that would equip the American people for responsible citizenship, provide the knowledge needed for national economic development and prosperity, and instill moral and ethical values in American children and youth. However, unlike Jefferson, who viewed public schools primarily as a vehicle for training the elite for leadership, Mann thought public schools should not only exceed parochial schools in quality but also be made available to free (White) children from diverse socioeconomic and religious backgrounds-effectively becoming the great economic equalizer that would reduce all class conflicts (Gutek, 2005, p. 224). Although universal and free public education is no longer a novel idea, the viability of public schools continues to come under scrutiny. Two recent books, Leave No Child Behind: Preparing Today s Youth for Tomorrow's World (2004), by James P. Comer, M.D., and The Public School (2005), edited by Susan Fuhrman and Marvin Lazerson, respond to an increasing need for balanced, nuanced, and critical examinations of the perils and the promise of public schools. These books are welcome counterpoints to the decades-old onslaught of ideologically slanted and politically motivated attacks on American public schools. They are hopeful reminders of the reasons why American citizens cannot afford to leave the quintessential American institution of public schools behind in the 21st century. In the spirit of Jefferson and Mann, both Comer and the editors and authors of The Public Schools
Democracy · Pedagogy · Political science · Politics · Public education · Public relations · Sociology · Critical and Liberation Pedagogy · Diverse Education Studies and Reforms · Law · Public Administration · Teacher Education and Leadership Studies
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2011 - 2021 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |