The privatized public: Antagonism for a radical democratic politics in schools?

Educational Theory 61 (4):433-450 (2011)
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Abstract

In an extended era of privatization initiatives, when accountability principles and competitive business logics pervade school discourse and practice, what is left of the “public” part of public schooling? When market rationality privileges individualism and competition and provides much of the justification for the aims of U.S. schools, how is the notion of the public good evidenced? In this essay Deron Boyles makes the claim that public schools inordinately function as private markets—as places where a unidirectional narrative of “givens” reinforce individualism, competition, and corporatization under the guise of merit, testing, and school-business partnerships

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