Critical Issues in Education: Dialogues and Dialectics

Foreword by Nel NoddingsPrefaceChapter 1 Introduction: Critical Issues and Critical ThinkingIntroductionDemocratic Vitality and Educational CriticismThe Political Context of SchoolingA Tradition of School Criticism and ReformPart OneWhose Interests Should Schools Serve? Justice and EquityChapter 2School Choice: Family or Public Financing?Is family choice of schools in the public interest?Position 1: For Family Choice in EducationPosition 2: Against VouchersChapter 3Financing Schools: Equity or Disparity?Is it desirable to equalize educational spending among school districts within a state or across the nation?Position 1: For Justice in Educational FinancePosition 2: Against Centralization in Educational Financing Chapter 4 Gender Equity: Eliminating Discrimination or Accommodating Differences?Is it ever necessary to create schools or classroom settings that separate students by gender? Position 1: Eliminating DiscriminationPosition 2: Accommodating DifferencesChapter 5Standards-Based Reform: Real Change or Political Smoke Screen?Will the standards-based reform movement improve education or discriminate against poor and disadvantaged students?Position 1: Standards-Based Reform Promises Quality Education for All StudentsPosition 2: Standards-Based Reform is a Political Smoke ScreenChapter 6Religion and Public Schools: Unification or Separation?How do schools find a balance between freedom of religious expression and the separation of church and state?Position 1: For Religious Freedom in SchoolsPosition 2: Against Violating the Separation Between Church and StateChapter 7Privatization of Schools: Boon or Bane?What criteria are most suitable for deciding whether schools are better when they are operated as a public or private enterprise?Position 1: Public Schools Should be PrivatizedPosition2: Public Schools Should be PublicChapter 8 Corporations, Commerce and Schools: Competing or Complementing Interests?Does school support become corporate support?Position 1: Businesses are School PartnersPosition 2: Commercializing the SchoolChapter 9New Immigrants and Schools: Unfair Burden or Business-as-usual?Schools should offer free opportunity to all children of new immigrants?Position 1: Schools should offer educational opportunities to all children of new immigrantsPosition 2: Bad Policy Overburdens SchoolsPart TwoWhat Should be Taught? Knowledge and LiteracyChapter 10The Academic Achievement Gap: Old Remedies or New?Are already existing policies and practices reducing the academic achievement gap or are new measures needed?Position 1: For Maintaining Existing ProgramsPosition 2: For Innovative SolutionsChapter 11Values and Character Education: Traditional or Liberational?Which and whose values should public schools teach, and why?Position 1: Teach Traditional ValuesPosition 2: Liberation Through Active Value InquiryChapter 12Multicultural Education: Democratic or Divisive?Should schools emphasize America's cultural diversity or the shared aspects of American culture?Position 1: Multiculturalism: Central to a Democratic EducationPosition 2: Multiculturalism is Divisive and Destructive Chapter 13 Technology and Learning: Enabling or Subverting?What technology deserves significant school attention and who should decide?Position 1: Technology Enables LearningPosition 2: Technology Can Subvert LearningChapter 14Standardized Testing: Restrict or Expand?Should the use of standardized school tests be increased or decreased?Position 1: For Restricting TestingPosition 2: For Expanding TestingPart ThreeHow Should Schools be Organized and Operated? School EnvironmentChapter 15Discipline and Justice: Zero Tolerance or Discretion?What concept of justice should govern school and classroom discipline?Position 1: Zero-Tolerance Disciplinary Policies Provide Justice in Public SchoolsPosition 2: Zero-Tolerance Discipline Policies are Fundamentally UnjustChapter 16Teacher Unions and School Leadership: Detrimental or Beneficial?Should teachers and their unions be given a larger role in running public schools?Position 1: Teachers and Teacher Unions Should Play a Major Role in School LeadershipPosition 2: Teachers and Teacher Unions Should Not Play a Role in School LeadershipChapter 17Academic Freedom: Teacher Rights or ResponsibilitiesHow should the proper balance between teacher freedom and responsibility be determined?Position 1: For Increased Academic FreedomPosition 2: For Teacher ResponsibilityChapter 18 Inclusion and Mainstreaming: Common or Special EducationWhen and why should selected children be provided inclusive or special treatment in schools?Position 1: For Full InclusionPosition 2: Special Programs Help Special StudentsChapter 19Violence in Schools: School Treatable or Beyond School Control?Can schools deal effectively with violent or potentially violent students?Position 1: Schools Can and Should Curb ViolencePosition 2: The Problem of School Violence is Beyond School Control