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• W2179341556 abstract "The foundations field cannot sustain itself in its present condition. A range of complex forces have combined to marginalize foundations over the past few decades. The decline of foundations as a separate discipline in schools of education has been abetted by the fact that foundations is generally a “service provider” to other programs. Over time, other departments have cannibalized our content while dismissing our relevance. To a large extent, we share responsibility for the decline of our field; we have failed to come together in effective coalitions to defend our importance. At times, the content of our courses has sometimes seemed narrow and irrelevant, but even when they are not, content alone is unlikely to save us. We have generally tried to depend on the force of argument to win the day against the structural forces that have driven this decline. Yet foundations generally operates from a position of relative weakness in schools of education: we provide service to programs but generally do not have our own strong programs. We “take” enrollment from other departments, but do not “give” enrollment to them or bring independent enrollment to the school. This leaves foundations in a position of dependency. The core argument of this paper is that we need to move beyond dependency toward a vision of foundations as, at least in part, a provider of robust (if collaborative) programs of its own, and we discuss a range of strategies designed to foster the development of such programs. Amidst the current environment, we believe that foundations will find it increasingly difficult to make our arguments stick without the associated power to make ourselves heard. This article is meant as a call to discussion and action. We begin with the belief that the foundations field is the best place in schools of education for rigorous and relevant examination of and engagement with issues of inequality and broader community-based issues as they relate to the context of schools. We outline the theoretical underpinning of this perspective and offer a case study of an already-existing program that has developed to the point that it could survive quite successfully even if all of the service courses were eliminated. We then discuss the potential lessons that could be drawn from this case study. While the situation of the department of Educational Policy and Community Studies (EPCS) is fairly unique, in the section that follows we discuss some general lessons for the field that we believe can be drawn from its experience." @default.
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• W2179341556 date "2013-01-01" @default.
• W2179341556 modified "2023-09-26" @default.
• W2179341556 title "Beyond Dependency: Strategies for Saving Foundations" @default.
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