FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W134807686> ?p ?o ?g. }

• W134807686 endingPage "35" @default.
• W134807686 startingPage "29" @default.
• W134807686 abstract "American political leaders and editorial pundits routinely decry the demise of democratic life in the nation. Voting, at all levels, remains at abysmally low levels. Public rhetoric routinely is shrill, often unseemly; it lacks civility. Political discourse in such an environment is clearly impoverished. Combatants for public attention and approval war over visions of the public good. They stand entrenched and immobile, refusing to yield or shift positions. Their ground of disputation frequently is neither level nor common. These tortured circumstances of civic reality are viewed much too often and like so many past and present social problems, as the singular responsibility of the nation's In this view, simply, critics scream their conclusion: schools have failed America. The American democratic fabric is unraveling, so goes the charge, and American schooling is responsible for the mess. Education professionals, too, recently have waded back into this inflamed rhetorical fray. These educators appear unwilling to accept as accurate the vicious allegations of schools' ruin and worthlessness. Moreover, they seek to contribute to the restoration of democracy in America. Only recently has the concept of democratic schooling reemerged in the educational dialogue after several decades of dormancy. The rhetoric of the profession now promotes if not lauds democratic administration, classroom teaching, and teacher and student decision making. Books and articles revealing this rhetoric appear with greater frequency. Why has this dialogue so recently reappeared in educational discourse? Perhaps not coincidentally, schools and educators during the 1980s endured a withering attack of criticism. This manufactured crisis, led mainly by detractors of public schools, was exposed and illuminated earlier this year by David Berliner and Bruce Biddle. In their report, they cogently analyzed most, if not all, of the significant charges leveled against the They concluded that the bludgeoning criticisms have no merit and were strung together for a single political purpose: to discredit public In concurrence, Larry Cuban observe[d that] the American people are the victims of a skillfully concocted scam that diminishes public confidence in schools. Educators, not unlike other professionals under siege, do not take kindly to unwarranted attacks and remain angered and cautious. Moreover, this crisis did more. It violated the American sense of fair play, even in a heated contest over important issues. This recently alleged crisis of public schools, too, must be seen as another step in the conservative restoration^ initiated in the late 1960s. Indeed, it properly may be traced to intense post-war (1950s) criticism of modernity, including public schools, and the political witch-hunts known as McCarthyism. This more recent movement has attempted, with more than reasonable success, to blunt if not overturn and reverse many of the school equity measures of the Great Society legislation. Partisans of these changed positions hold strongly to a simple faith: through its intrusion, the federal government took away the very essence of change from local and state school constituencies. Democracy, to these restorers of the previously good life of the American past, continues to be lost and must be recaptured from the federal government. Democratic schooling, against this warring background, serves as the standard under which many American educators wish to unite against this belligerent backlash. The resulting political rhetoric echoes the sentiments of 1960s-era change proponents. Equity remains the defensive bulwark. Sensitivity to a numbers mentality envelopes most individuals pledged to the democratic schooling dialogue. At present, they seek a level playing field and distinguish their position as a moral high ground. However, Americans continue to be frustrated because they seem to be no closer to a common ground. With the public interest being constantly redef ined to accommodate diversity, the core of common vision shrinks.** Democracy, ironically, is emblazoned on the banners waving over both sets of disputants. Democratic schooling in the American past assuredly seldom included equity issues for all. Common and progressive schools stand out prominently in the remembered recent past as supreme failures to include all American children at the societal table of learning. On the other hand, public schooling advocates from common school to postsputnik times harbored an end-in-view for all pupils to become participating, deliberative citizens. As evidenced in the present scene, the central American schooling purpose appears to have lost or abandoned this end-in-view." @default.
• W134807686 created "2016-06-24" @default.
• W134807686 creator A5090722258 @default.
• W134807686 date "1996-01-01" @default.
• W134807686 modified "2023-09-28" @default.
• W134807686 title "Democratic Schooling: Toward a Renewed End-in-View" @default.
• W134807686 cites W126280817 @default.
• W134807686 cites W1480101310 @default.
• W134807686 cites W1520131363 @default.
• W134807686 cites W1571642224 @default.
• W134807686 cites W1605223249 @default.
• W134807686 cites W1974806344 @default.
• W134807686 cites W1975879349 @default.
• W134807686 cites W1978590715 @default.
• W134807686 cites W1986089754 @default.
• W134807686 cites W1993136300 @default.
• W134807686 cites W201734978 @default.
• W134807686 cites W2028028643 @default.
• W134807686 cites W2029245884 @default.
• W134807686 cites W2031513162 @default.
• W134807686 cites W2040315858 @default.
• W134807686 cites W2041153139 @default.
• W134807686 cites W2048547250 @default.
• W134807686 cites W2057563009 @default.
• W134807686 cites W2086537065 @default.
• W134807686 cites W2091285068 @default.
• W134807686 cites W2097029508 @default.
• W134807686 cites W2126476343 @default.
• W134807686 cites W2126685412 @default.
• W134807686 cites W2137550339 @default.
• W134807686 cites W2151365467 @default.
• W134807686 cites W2155195984 @default.
• W134807686 cites W2155584167 @default.
• W134807686 cites W2166079160 @default.
• W134807686 cites W2170484297 @default.
• W134807686 cites W2315214208 @default.
• W134807686 cites W2323387410 @default.
• W134807686 cites W2329980073 @default.
• W134807686 cites W2415805896 @default.
• W134807686 cites W2570042719 @default.
• W134807686 cites W266268418 @default.
• W134807686 cites W276147817 @default.
• W134807686 cites W2888934157 @default.
• W134807686 cites W609746073 @default.
• W134807686 cites W615785382 @default.
• W134807686 cites W616381004 @default.
• W134807686 cites W622580506 @default.
• W134807686 cites W631138767 @default.
• W134807686 cites W646893260 @default.
• W134807686 hasPublicationYear "1996" @default.
• W134807686 type Work @default.
• W134807686 sameAs 134807686 @default.
• W134807686 citedByCount "0" @default.
• W134807686 crossrefType "journal-article" @default.
• W134807686 hasAuthorship W134807686A5090722258 @default.
• W134807686 hasConcept C124952713 @default.
• W134807686 hasConcept C133979268 @default.
• W134807686 hasConcept C1370556 @default.
• W134807686 hasConcept C138885662 @default.
• W134807686 hasConcept C142362112 @default.
• W134807686 hasConcept C144024400 @default.
• W134807686 hasConcept C17744445 @default.
• W134807686 hasConcept C19165224 @default.
• W134807686 hasConcept C192562157 @default.
• W134807686 hasConcept C199539241 @default.
• W134807686 hasConcept C2777720223 @default.
• W134807686 hasConcept C2779459523 @default.
• W134807686 hasConcept C2780015519 @default.
• W134807686 hasConcept C2781246837 @default.
• W134807686 hasConcept C3116431 @default.
• W134807686 hasConcept C3234755 @default.
• W134807686 hasConcept C41895202 @default.
• W134807686 hasConcept C555826173 @default.
• W134807686 hasConcept C7991579 @default.
• W134807686 hasConcept C94625758 @default.
• W134807686 hasConceptScore W134807686C124952713 @default.
• W134807686 hasConceptScore W134807686C133979268 @default.
• W134807686 hasConceptScore W134807686C1370556 @default.
• W134807686 hasConceptScore W134807686C138885662 @default.
• W134807686 hasConceptScore W134807686C142362112 @default.
• W134807686 hasConceptScore W134807686C144024400 @default.
• W134807686 hasConceptScore W134807686C17744445 @default.
• W134807686 hasConceptScore W134807686C19165224 @default.
• W134807686 hasConceptScore W134807686C192562157 @default.
• W134807686 hasConceptScore W134807686C199539241 @default.
• W134807686 hasConceptScore W134807686C2777720223 @default.
• W134807686 hasConceptScore W134807686C2779459523 @default.
• W134807686 hasConceptScore W134807686C2780015519 @default.
• W134807686 hasConceptScore W134807686C2781246837 @default.
• W134807686 hasConceptScore W134807686C3116431 @default.
• W134807686 hasConceptScore W134807686C3234755 @default.
• W134807686 hasConceptScore W134807686C41895202 @default.
• W134807686 hasConceptScore W134807686C555826173 @default.
• W134807686 hasConceptScore W134807686C7991579 @default.
• W134807686 hasConceptScore W134807686C94625758 @default.
• W134807686 hasIssue "1" @default.
• W134807686 hasLocation W1348076861 @default.
• W134807686 hasOpenAccess W134807686 @default.

• next