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- W581882070 abstract "Formal schooling by and large is organized and controlled by thegovernment. This means that by its very nature the entire schoolingprocess-how it is paid for, what goals it seeks to attain and how thesegoals will be measured, who has power over it, what textbooks areapproved, who does well in schools and who does not, who has the rightto ask and answer these questions, and so on-is by definition political.Thus, as inherently part of a set of political institutions, the educationalsystem will constantly be in the middle of crucial struggles over the meaningof democracy, over definitions of legitimate authority and culture, andover who should benefit the most from government policies and practices.That this is not of simply academic interest is very clear in the increasinglycontentious issues surrounding what curricula and methods of instructionshould be used in our schools. Think for instance of the whole languageversus-phonics debate and the immense political controversies this hasdemonstrated in local communities and in state legislatures. Or think ofDiane Ravitch’s (largely erroneous) arguments that “real knowledge” isno longer taught and that political and educational “progressives” havecaptured the teaching and curriculum in most schools throughout the pastcentury (Ravitch, 2000). Even though her assertions are both empiricallyand historically incorrect (Apple, 2001b), these and similar arguments havebeen circulated largely uncritically by the mainstream media, by increasinglyconservative foundations, and by political groups." @default.
- W581882070 created "2016-06-24" @default.
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- W581882070 date "2003-12-16" @default.
- W581882070 modified "2023-10-14" @default.
- W581882070 title "The State and the Politics of Knowledge" @default.
- W581882070 doi "https://doi.org/10.4324/9780203441190" @default.
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