Local Control as a Mechanism of Colonization of Public Education in the United States

Colonization of public education-the process by which schools are overwhelmed and penetrated by non-educational imperatives-is usually believed to be caused by capitalism and the hegemonic ideological structures it produces. In this paper I argue that in the case of the United States an additional m...

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Published inEducational philosophy and theory Vol. 42; no. 8; pp. 830 - 845
Main Author Meyer, Heinz-Dieter
Format Journal Article
LanguageEnglish
Published Oxford, UK Taylor & Francis Group 01.12.2010
Blackwell Publishing Ltd
Wiley-Blackwell
Taylor & Francis Ltd
Subjects
Accountability
Administrative Organization
colonization
Community control
Corporations
cumulative disadvantages
education governance
Education policy
Education systems
Educational Environment
Educational Philosophy
Educational Policy
Educational Principles
Educational theory
Equal Education
Governance
Government school relationship
Government schools
Ideology
inequality
Institutions
local control
Local government
Policy Analysis
Politics of Education
Private Sector
Privatization
Public Education
Public schools
School administration
School based management
School councils
Socioeconomic status
U.S.A
United States
United States
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Summary:Colonization of public education-the process by which schools are overwhelmed and penetrated by non-educational imperatives-is usually believed to be caused by capitalism and the hegemonic ideological structures it produces. In this paper I argue that in the case of the United States an additional mechanism produces strong colonizing effects: the institution of local control. In the context of contemporary institutional conditions, local control is the lynch-pin for the production of socio-economic segregation, cumulative disadvantages, and the mythology of popular control disguising the growing control of public schooling through unaccountable bureaucracies and private corporations.
Bibliography:Refereed article. Includes bibliographical references.
Educational Philosophy and Theory; v.42 n.8 p.830-845; December 2010
ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:0013-1857
1469-5812
DOI:10.1111/j.1469-5812.2008.00432.x