How do market-driven reforms and the privatization of public education reshape the professional identities of teachers and school leaders?
This timely and accessible book examines two waves of business influence that created models of schooling that are out of touch with the experiences of students, the professional expertise of teachers, and the needs and interests of local communities. The book also describes the forms of resistance that are currently emerging to fight for the democratic mission of a public education. Building on these promising efforts, the authors present a vision for a new democratic professional that is grounded in participatory communities of practice, as well as advocacy for and input from school communities.
More than a critique of the state of education, this volume demonstrates how educators can build coalitions and advocate for policies and practices that respect their experience and knowledge and that support their students and communities.
Book Features:
Offers a historical and political perspective to explain how corporate influences on our education system threaten democracy and social equality. Places the experiences of public school educators within the context of other professionals, such as nurses, doctors, social workers, and police officers. Draws on the authors’ own experiences as former K–12 practitioners and university faculty. Examines current practices and policies with the potential to create a policy ecology in which a new democratic professional might thrive.
