Public Education, Democracy, and the Common Good

Langevin,Warren

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AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

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TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

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Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
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Public Education, Democracy, and the Common Good

reviewed by Warren Langevin - 2005

Title: Public Education, Democracy, and the Common Good
Author(s): Donovan R. Walling (Editor)
Publisher: Phi Delta Kappa Educational Foundation, Bloomington
ISBN: 0873678540, Pages: 175, Year: 2004
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The central premise behind Public Education, Democracy, and the Common Good is the core relationship between the provision of public education and the democratic foundations of the United States. More specifically, the volume�s editor proposes that contributors will determine whether universal public education is still necessary for American democracy and pursuit of the common good. If so, what is the best course of action for proponents of traditional public schooling given the credible threats posed by secular and religious privatization? Although several of the volume�s authors offer substantive arguments with diverse ideological foundations, the volume will not satisfy readers who seek broad disciplinary representation and a more extensive discussion of democratic governance. The unifying theme of this volume is the integral connection between the political tradition of representative democracy and the success of American government. Beyond the scope of this general theme, however, the contributors fail to generate the same level... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1529-1531
https://www.tcrecord.org ID Number: 11728, Date Accessed: 1/27/2021 2:14:21 AM

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About the Author
Warren Langevin Vanderbilt University E-mail Author WARREN ELLIOTT LANGEVIN is a Harold Stirling Vanderbilt Scholar at Vanderbilt University. He is currently involved in a national study of state takeover of local school districts as a reform strategy, as well as a time series analysis of Title I appropriations since the Elementary and Secondary Education Act of 1965. His research interests are state policy leadership, federalism, intergovernmental relations, political institutions, and education policy.

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