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- W2067948329 abstract "In any discussion of public schooling, various assertions have been posed that have historically shaped the education reform debate. Traditionally, these assertions have come from two opposing camps. First, there is the camp that remains critical of public education because teaching, learning and administration has been colored and refined by monolithic value orientations (Hale, 1999), cultural hegemony (Winant, 1997), and racial superiority (Dalton, 1995). This paradigm gathers support from school officials' denial of their role in the above processes, and/or school officials' lack of foresight to help transform political/social/cultural discourse, the distribution of resources, and/or the unspoken assumptions concerning those who have been historically marginalized. They contend that compounding the implications of a lack of culpability and/or foresight have been the school policies and practices that disregard a holistic approach to teaching for the realities of a heterogeneous society. For those critical of the current system, such disregard excludes all children from these realities, regardless of the child's label. As a result, these critics believe that fairness, freedom, democracy, and even education itself has been unfairly defined in the United States by, and for, an exclusive segment of the population (Apple, 2001.)" @default.
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- W2067948329 date "2003-01-01" @default.
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- W2067948329 title "From Values Based on Simplicity and Standardization Toward the Realities Found In Complexity and Contingency: A Particular View for High School During the 21st Century" @default.
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- W2067948329 doi "https://doi.org/10.1353/hsj.2003.0022" @default.
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