Abstract
Over the last decade or so, educational stakeholders throughout the world have echoed shared concerns over the ongoing ‘restructuring’, ‘down-sizing’ and ‘privatization’ of public schooling.1 The concerns generally rise from the recognition that schools no longer function as sites through which young people are prepared to participate in democratic citizenship. Moreover, they run parallel to the begrudging recognition that schools have, for a very long time, functioned as spaces through which students are disciplined to participate in the maintenance of the dominant socio-political and economic order. Now realizing that educational structures have always reflected the ideologies and beliefs of the sociopolitical spheres in which they develop, this trend towards market driven models of school governance should come as no surprise to us when we consider the pervasive nature of globalization today. What is surprising however is the way in which these invasive reforms have pushed traditional ‘Jeffersonian’ notions of democratic citizenship and participation to the sidelines of educational concerns while somehow continuing to appear as intrinsically “democratic.” Walking a tightrope of sorts, contemporary Western educational models have managed to respond to the demands of a competitive world economy while simultaneously espousing a deep commitment to the very values against which they are so often positioned (Apple, 2002; Chomky, 2001; Giroux, 2002). So how do we negotiate the apparent tensions?
For a comprehensive review of these issues see, Ball, 1993; Bartlett, Frederick, Gulbrandsen, & Murillo, 2002; Blackmore, 2002; Chamberlain, 1998; Dehli, 1995, 1996,a, 1998; Gerwitz, Ball, & Bowe, 1995; Kenway, 1995; Kenway, with Bigum & Fitzclarence, 1993; Reid, 2002; Robertson, 1995; Power & Whitty, 1997; Whitty, Power & Halpin, 1998.
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Karumanchery, L.L., Portelli, J.J. (2005). Democratic Values in Bureaucratic Structures: Interrogating the Essential Tensions. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_16
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