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The Erosion of Democracy: From Critique to Possibilities

reviewed by Diana E. Hess & Anand R. Marri - 2002

Title: The Erosion of Democracy: From Critique to Possibilities
Author(s): John P. Portelli & R.Patrick Solomon
Publisher: Detselig Enterprises Ltd., Alberta
ISBN: 1550592149, Pages: 328, Year: 2001
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The Erosion of Democracy in Education: From Critique to Possibilities is an edited book of twelve essays by Canadian scholars who argue that recent educational reforms are eroding democracy in education, and by extension, harming the quality of democracy in Canada. The co-editors are John P. Portelli (Professor at the Ontario Institute for Studies in Education of the University of Toronto) and R. Patrick Solomon (Associate Professor in the Faculty of Education at York University in Toronto). Both are scholars in the critical theory tradition who advocate a conception of democracy that is �classical, participatory, public, and critical� instead of the �contemporary, representative, privatized, and managed� conception embedded in many of the educational reforms they oppose (p. 18). Portelli and Solomon have assembled an impressive array of essays that critique whether a range of educational reforms and trends (including common standards, standardized tests, corporate involvement in the schools, and outcome-based education) can contribute to democratic schooling. The collective answer, in short, is no. The authors argue that these... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 104 Number 5, 2002, p. 954-957
https://www.tcrecord.org ID Number: 10863, Date Accessed: 9/18/2020 2:14:31 PM

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About the Author
Diana Hess University of Wisconsin-Madison E-mail Author Diana Hess is an assistant professor of Curriculum and Instruction at the University of Wisconsin-Madison. Her research focuses on how students learn to discuss controversial legal and political issues. Anand Marri University of Wisconsin-Madison E-mail Author Anand Marri is a doctoral student at the University of Wisconsin-Madison whose research examines how secondary teachers teach with and for multicultural democracy.

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