Where's Houdini when you Need Him? Breaking Out of the U.S. Educational Reform Straightjacket to Reclaim our Democracy

Abstract

Currently, educational reform has been narrowly defined to mean a combination of essentialism and market forces, thereby removing from our national dialogue other philosophical traditions, each having its own rich tradition and potential for guiding policy and practice. The purpose of this article is to problematize the concept of a monolithic definition of reform by providing multiple perspectives and thereby creating the basis for a robust debate among those holding opposing ways of seeking what they call educational reform. Specifically, I propose to accomplish in three ways. First, I briefly describe four philosophical traditions that have shaped education reform debates for the past century along with a newer force that has energized the debate. Second, I demonstrate the marriage between two of these traditions and how their ascendency now threatens to eclipse all other perspectives, thereby precluding a robust democratic debate about the future of education in America. Third, I conclude with suggestions to bring other reform philosophies back into our national debate so that we can return to a democratic national dialogue.

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