Article in Response to Controversy
Elsewhere I have argued that neoliberal and neoconservative dominance of both public and private spheres led directly to standardization and privatization, the two dominant narratives of progress for public education. We formed the Educator Roundtable to challenge and change the conversation. In place of dominant narratives, the Educator Roundtable invites educational reformers to listen to what individual voices across the country say about their particular issues with high-stakes accountability. This listening may not be progress as defined by corporate-minded reformers, but it will be growth, as educators in communities nationwide learn that they share similar struggles, and ideally, begin working with concerned citizens to change the conditions of schooling. Until such a change takes place, “schooling as if democracy matters” may be an important topic for journals, but it will never be a widespread reality for the children attending our public schools.
"Educator Roundtable: Working to Create a World Where Teachers Can School as if Democracy Matters,"
Journal of Educational Controversy: Vol. 3:
1, Article 14.
Available at: https://cedar.wwu.edu/jec/vol3/iss1/14
Subjects - Topical (LCSH)
Democracy and education--United States; Educators--United States; Teachers--Political activity--United States; Educational change--United States; Education, Higher--Political aspects--United States; Higher education and state--United States