LEADER 03473nam 2200625Ia 450 001 9910816742603321 005 20240417042017.0 010 $a0-7914-8732-6 010 $a1-4175-0088-3 035 $a(CKB)111087027856376 035 $a(OCoLC)61367629 035 $a(CaPaEBR)ebrary10594884 035 $a(SSID)ssj0000176180 035 $a(PQKBManifestationID)11179533 035 $a(PQKBTitleCode)TC0000176180 035 $a(PQKBWorkID)10223478 035 $a(PQKB)10488556 035 $a(MiAaPQ)EBC3408551 035 $a(OCoLC)54770706 035 $a(MdBmJHUP)muse5969 035 $a(Au-PeEL)EBL3408551 035 $a(CaPaEBR)ebr10594884 035 $a(DE-B1597)681505 035 $a(DE-B1597)9780791487327 035 $a(EXLCZ)99111087027856376 100 $a20020605d2003 ub 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe ideology of education$b[electronic resource] $ethe commonwealth, the market, and America's schools /$fKevin B. Smith 205 $a1st ed. 210 $aAlbany $cState University of New York Press$dc2003 215 $a1 online resource (213 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-7914-5645-5 320 $aIncludes bibliographical references (p. 171-190) and index. 327 $tFront Matter -- $tContents -- $tList of Tables and Figures -- $tPreface -- $tAcknowledgments -- $tIdeology and Education -- $tEducation and the Economy -- $tEducation and Equality of Opportunity -- $tInstitutional Structure and Educational Goals -- $tInstitutional Structure and Educational Goals -- $tEducation as Ideology -- $tNotes -- $tMethodological Appendix -- $tReferences -- $tIndex 330 $aAdvocates of market-based education reforms (including such policies as choice, charters, vouchers, and outright privatization) argue that they represent ready solutions to clearly defined problems. Critics of market models, on the other hand, argue that these reforms misperceive the purposes of public education and threaten its democratic ethos. This book explores both the promises and pitfalls of market forces?their potential to improve the quality of public education and their compatibility with its republican justifications. Smith argues that although market models of education are not without utilitarian merit, their potential to alter the social-democratic purposes of education is seriously underestimated. He supports this claim with a series of sophisticated analyses of the key assumptions underlying these models, and by examining the normative elements of theory and methodology that can?and often do?skew empirical policy analysis toward market preferences. He concludes that market reforms are not just a ready means to effectively address the problems of public schooling but rather represent a clear attempt to ideologically redefine its ends. 606 $aPrivatization in education$zUnited States 606 $aEducation$xPolitical aspects$zUnited States 606 $aDemocracy$zUnited States 615 0$aPrivatization in education 615 0$aEducation$xPolitical aspects 615 0$aDemocracy 676 $a379.1/11 700 $aSmith$b Kevin B.$f1963-$01410442 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910816742603321 996 $aThe ideology of education$94107906 997 $aUNINA