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Education for Everyone: Agenda for Education in a Democracy


reviewed by Rosalie Romano 2004

coverTitle: Education for Everyone: Agenda for Education in a Democracy
Author(s): John I. Goodlad, Corinne Mantle-Bromley, and Stephen John Goodlad
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 078797224X, Pages: 194, Year: 2004
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Education for Everyone: Agenda for Education in a Democracy is a timely book for all educators to read. Looking back over several decades of school renewal, it links democracy and education in the twentieth century. The book also serves as a beacon to take us into the twenty first century, when democracy has taken a different, perhaps more instrumental turn in an era of educational accountability and utilitarianism. As Goodlad, Mantle-Bromley and Goodlad states, “[t]o make democracy safe, we must have universal schooling; to make this schooling safe for education, we must have democracy.” (p. ix)   This book is an outgrowth of the Agenda for Education in a Democracy. The authors of Education for Everyone: Agenda for Education in a Democracy make explicit the umbilical cord between a culture’s health and education for everyone. “[T]he provision of total inclusion is a moral imperative in a democracy and…a practical necessity for the health of all and for the continued renewal of a democratic culture” (p. 7).  This... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 12, 2004, p. 2259-2260
http://www.tcrecord.org ID Number: 11348, Date Accessed: 10/23/2017 12:25:20 AM

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About the Author
  • Rosalie Romano
    Ohio University
    E-mail Author
    ROSALIE M. ROMANO is an associate professor of education at Ohio University. She is the author of Hungry Minds in Hard Times (Peter Lang, 2003) and Forging an Educative Community (Peter Lang, 2000). Her research agenda is democracy and education, pedagogies of relations, and critical theory. Current projects include developing a pedagogy of democratic relations within teacher education preparation, and using service-learning and dramatic performance to foster compassionate imagination in new teachers.
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