Most contemporary societies view the educational system as a powerful tool of social change. This paper argues, however, that the schools will always be used to reproduce society rather than to modify it. It contends that educational reform can never be used as an independent force for changing social, economic, and political relationships and that attempts at reform have always failed when they violated the tenets of the policy.
Get full access to this article
View all access options for this article.
References
1.
Althusser, L.Lenin and philosophy and other essays. New York: Monthly Review Press, 1971. Pp. 127-186.
2.
Block, J. H.Mastery learning. New York: Holt, Rinehart and Winston, 1971.
3.
Bowles, S. S.Cuban education and the revolutionary ideology. In Martin Carnoy (Ed.), Schooling in a corporate society. New York: David McKay, 1972. Pp. 272-303. (a)
4.
Bowles, S.Unequal education and the reproduction of the social division of labor. In Martin Carnoy (Ed.), Schooling in a corporate society. New York: David McKay, 1972. Pp. 36-64. (b)
5.
Bronfenbrenner, U.Two worlds of childhood: U.S. and U.S.S.R. New York: Russell Sage Foundation, 1970.
6.
Callahan, R.Education and the cult of efficiency. Chicago: University of Chicago Press, 1962.
7.
Coons; J. E., Clune, W. H., & Sugarman, S. D.Private wealth and public education. Cambridge, Mass.: Harvard University Press (Belknap Press), 1970.
8.
Cremin, L. A.The transformation of the school. New York: Vintage Books, 1964.
9.
Dewey, J.The school and society. Chicago: University of Chicago, 1899.
10.
Dewey, J.Democracy and education. New York: Macmillan Co., 1916.
11.
Dreeben, R.On what is learned in school. Reading, Mass.: Addison-Wesley, 1968.
12.
Fagen, R.The transformation of political culture in Cuba. Stanford, Calif.: Stanford University Press, 1969.
13.
Gintis, H.Education, technology and the characteristics of worker productivity. American Economic Review, May 1971, LXI (2), 266-279.
14.
Gintis, H.Towards a political economy of education. Harvard Educational Review, February 1972, 42 (1), 70-96.
15.
Greer, C.The great school legend. New York: Basic Books, 1972.
16.
Hunnius, G., Garson, D., & Case, J. (Eds.) Workers' control: A reader on labor and social change. New York: Vintage, 1973.
17.
Illich, I.Deschooling society. Garden City, L.I., New York: Doubleday, 1971.
Jackson, W.Life in classrooms. New York: Holt, Rinehart and Winston, 1968.
20.
Katz, M.The irony of early school reform. Boston: Beacon Press, 1968.
21.
Kohn, M.Class and conformity. Homewood, Ill.: Dorsey Press, 1969.
22.
Levin, H. M.Serrano-type expenditure increases and their effects on educational resource allocation and effectiveness. Occasional Paper in the Economics and Politics of Education, No. 72-12, School of Education, Stanford University, December 1972.
23.
Levin, H.Accountability in education. School Review, May 1974, 82 (3).
24.
Mao Tse-tung. On contradiction. In Selected works of Mao Tse-tung, Vol. I. Peking: Foreign Languages Press, 1967. Pp. 311-347.
25.
Olin, E. G., Hess, R. D., & Shipman, V.The role of mothers' language styles in mediating their pre-school children's cognitive development. School Review, Winter 1967, 75-75.
26.
Pateman, C.Participation and democratic theory. New York: Cambridge University Press, 1970.
27.
Silberman, C.Crisis in the classroom. New York: Random House, 1970.
28.
Tyack, D. B.Turning points in American educational history. Waltham, Mass.: Blaisdell Publishing Company, 1967.
29.
Work in America. Report of a Special Task Force to the Secretary of the U.S. Dept. of Health, Education, and Welfare. Cambridge, Mass.: The MIT Press, 1973.
