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Challenging the Limits of School Restructuring and Reform


by Terry A. Astuto & David L. Clark 1992

Sarason argues that we are overlooking the obvious in thinking about reform because "we all have been socialized most effectively to accept the power relationships characteristic of our schools as right, natural, and proper, outcomes to the contrary notwithstanding. TM Our intent is to extend Sarason's argument. The limitations of our imagination about school reform involve relatively unchallenged assumptions about the structural, educational, personal, and contextual domains of schools and schooling. The aphoristic status of these assumptions needs to be challenged so that they become matters for discussion rather than for assumptive action.


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This article originally appeared as NSSE Yearbook Vol 91, No. 1.


Cite This Article as: Teachers College Record Volume 93 Number 5, 1992, p. 90-109
http://www.tcrecord.org ID Number: 18865, Date Accessed: 12/17/2017 6:37:16 PM

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About the Author
  • Terry Astuto
    University of Virginia
    E-mail Author
    TERRY A. ASTUTO is Associate Professor of Education, Curry School of Education, University of Virginia, Charlottesville, VA.
  • David Clark
    University of North Carolina, Chapel Hill
    E-mail Author
    DAVID L. CLARK is Professor of Education, School of Education, University of North Carolina, Chapel Hill, NC.
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