{"id":359,"date":"2019-07-30T19:44:08","date_gmt":"2019-07-30T19:44:08","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/?post_type=chapter&p=359"},"modified":"2019-11-18T03:27:06","modified_gmt":"2019-11-18T03:27:06","slug":"8-2-the-competing-goals-of-public-education-a-historical-perspective","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/chapter\/8-2-the-competing-goals-of-public-education-a-historical-perspective\/","title":{"raw":"8.2 The Competing Goals of Public Education: A Historical Perspective","rendered":"8.2 The Competing Goals of Public Education: A Historical Perspective"},"content":{"raw":"
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\r\n

Frontloading Activity<\/h3>\r\n
\r\n\r\nBefore continuing the reading, take some time to review the history of American public education and write on the following questions:\r\n\r\n<\/div>\r\n
\r\n
\r\n
    \r\n \t
  • What are one or two goals of public education over the course of American history?<\/li>\r\n \t
  • Do the original goals of Thomas Jefferson and Horace Mann still inform public policy for education? Why or why not?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
    \r\n
    \r\n\r\nDavid\u00a0Labaree\u00a0(1997), an educational historian, argued that\u00a0there have been three overarching goals of public education in the United States since the inception of public education in the 1800\u2019s: 1)\u00a0democratic equality,\u00a02)\u00a0social efficiency, and 3)\u00a0social mobility.\u00a0A\u00a0democratic equality\u00a0goal aims at educating an engaged citizenry capable of actively participating in a democratic society. A\u00a0social efficiency\u00a0goal aims at educating young people to help the economic success of the country. Finally, a\u00a0social mobility\u00a0goal aims at educating young people\u00a0in order for\u00a0people to \u201cgain a competitive advantage in the struggle for competitive social positions\u201d (p. 42). Two of these goals\u2014democratic equality\u00a0and\u00a0social efficiency\u2014can be defined as public goods, or goods that benefit society as a whole; whereas the\u00a0social mobility\u00a0goal positions education as a private resource, or commodity.\u00a0 Each of these goals,\u00a0Labaree\u00a0argued, tacitly guides the direction of public education policy. At times, these three goals compete against the inherent aims of the other goals, i.e., public goods versus private goods. In some cases, such as\u00a0social mobility, there are internal contradictions, or aporias, within a single goal\u2019s overall aims. For example, families with higher socio-economic status tend to work to protect and ensure their children\u2019s social status, which creates gatekeeping mechanisms to limit access to educational opportunities. However, families in lower socio-economic strata seek to expand equitable access to educational opportunities in order to help advance the economic and social well-being of their children. In either case,\u00a0social mobility\u00a0goals envision education as a private and limited resource.\r\n\r\n<\/div>\r\n
    \r\n

    Consolidating Understanding Activity<\/h2>\r\n<\/div>\r\n
    \r\n\r\nThe following podcast\u00a0and webinar\u00a0further elaborate\u00a0Labaree\u2019s\u00a0model of public education goals as well as describe how each goal competes with one another. As you listen to the first twenty minutes of podcast, paraphrase each of the three goals and give concrete examples of each goal.\r\n\r\nhttps:\/\/youtu.be\/ppE7RbATjUI\r\n\r\n<\/div>\r\n<\/div>\r\n
    \r\n
    \r\n\r\nAfter listening to the previous podcast, watch David\u00a0Labaree\u2019s\u00a0webinar up to minute 26:20. As you watch, take notes on the ways\u00a0Labaree\u00a0elaborates on how the goals compete with one another.\r\n\r\nhttps:\/\/youtu.be\/ig1RBpNXr9Y\r\n
      \r\n \t
    • In what ways does each goal compete with one another?<\/li>\r\n \t
    • In what ways does the tension between public and private goods manifest themselves in real-world situations?<\/li>\r\n<\/ul>\r\n<\/div>\r\n
      <\/div>\r\n<\/div>\r\n
      \r\n
      \r\n\r\nTake note of the internal contradictions of\u00a0social mobility\u00a0goals:\r\n\r\n<\/div>\r\n
      \r\n
        \r\n \t
      • What are the gatekeeping mechanisms that influence who gets access to certain classes like Advanced Placement?<\/li>\r\n \t
      • In what ways do the internal contradictions of\u00a0social mobility\u00a0manifest themselves in real-world situations?<\/li>\r\n<\/ul>\r\n<\/div>\r\n
        \r\n\r\nReview this chapter and videos on the periods of educational history. Return to your original ideas on what you thought were\/are the goals of public education in the U.S. Write on the following questions:\r\n\r\n<\/div>\r\n
        \r\n
          \r\n \t
        • Give one example of each of\u00a0Labaree\u2019s\u00a0educational goals from this chapter or the linked videos.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n
          \r\n
          \r\n
            \r\n \t
          • Which of\u00a0Labaree\u2019s\u00a0goals most resemble your own thesis on the goals of public education?<\/li>\r\n \t
          • Which of\u00a0Labaree\u2019s\u00a0goals best fits your own personal goal for education as a student? Explain.<\/li>\r\n \t
          • Which of\u00a0Labaree\u2019s\u00a0goals best fits your emerging philosophy of education? Explain.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>","rendered":"
            \n
            \n

            Frontloading Activity<\/h3>\n
            \n

            Before continuing the reading, take some time to review the history of American public education and write on the following questions:<\/p>\n<\/div>\n

            \n
            \n
              \n
            • What are one or two goals of public education over the course of American history?<\/li>\n
            • Do the original goals of Thomas Jefferson and Horace Mann still inform public policy for education? Why or why not?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
              \n
              \n

              David\u00a0Labaree\u00a0(1997), an educational historian, argued that\u00a0there have been three overarching goals of public education in the United States since the inception of public education in the 1800\u2019s: 1)\u00a0democratic equality,\u00a02)\u00a0social efficiency, and 3)\u00a0social mobility.\u00a0A\u00a0democratic equality\u00a0goal aims at educating an engaged citizenry capable of actively participating in a democratic society. A\u00a0social efficiency\u00a0goal aims at educating young people to help the economic success of the country. Finally, a\u00a0social mobility\u00a0goal aims at educating young people\u00a0in order for\u00a0people to \u201cgain a competitive advantage in the struggle for competitive social positions\u201d (p. 42). Two of these goals\u2014democratic equality\u00a0and\u00a0social efficiency\u2014can be defined as public goods, or goods that benefit society as a whole; whereas the\u00a0social mobility\u00a0goal positions education as a private resource, or commodity.\u00a0 Each of these goals,\u00a0Labaree\u00a0argued, tacitly guides the direction of public education policy. At times, these three goals compete against the inherent aims of the other goals, i.e., public goods versus private goods. In some cases, such as\u00a0social mobility, there are internal contradictions, or aporias, within a single goal\u2019s overall aims. For example, families with higher socio-economic status tend to work to protect and ensure their children\u2019s social status, which creates gatekeeping mechanisms to limit access to educational opportunities. However, families in lower socio-economic strata seek to expand equitable access to educational opportunities in order to help advance the economic and social well-being of their children. In either case,\u00a0social mobility\u00a0goals envision education as a private and limited resource.<\/p>\n<\/div>\n

              \n

              Consolidating Understanding Activity<\/h2>\n<\/div>\n
              \n

              The following podcast\u00a0and webinar\u00a0further elaborate\u00a0Labaree\u2019s\u00a0model of public education goals as well as describe how each goal competes with one another. As you listen to the first twenty minutes of podcast, paraphrase each of the three goals and give concrete examples of each goal.<\/p>\n