Social Reconstruction Dorian/Longyear presentation

Overview Education can change the economic and social order of a democratic state Schools must adapt and respond to current cultural, political, and economic climates. All persons should be provided an education Inspired by the Great Depression Major influence “Dare the School Build a New Social Order?” a collection of speeches delivered by George S. Counts

Counts’ 3 Major Themes Criticized Progressives because they believed education was free of social context and content Teachers play an important role in achieving educational and social reform Education is the instrument for reformation of the American economic state

Influence in Schools Today Educate all (“all” as an equalizer) students for the common good Student councils, student governments, concept of being a citizen in the school community and beyond as proponents of democracy State of Maine Guiding Principle “A Responsible and Involved Citizen” D.1 recognizes the power of personal participation to affect the community and demonstrates participation skills. Students may choose their own path under a proscribed set of collective standards/requirements NCLB, Title IX, Math and Science Sputnik push

Ideas More Rhetoric than Practice? Governing agencies control our curriculums, not the people instructing Union/Associations do not carry as much weight as in the past We intend to promote change through Mission/Vision statements which are standards all students are supposed to ascribe (guiding principles) that not all students will achieve We can promote thoughts of change but after school, students are entities of their own

Vision in Practice? Deterrents Race, gender, and socio-economic inequalities Special Education v. Regular Education and 504 Social change is slow Bureaucratic mandates slow the progress for social reform (curriculums, funding, contracts)‏ Definitions of government, its roles, and formation differ

Ethical? Promotes equity - no one is left “out” Is equal always fair? Democracy (in theory) is dictated by the people, social reconstruction is promoted by the people...does it make a difference if the impetus for change comes from the government or from the people? Are they theoretically the same?

Ethical? Can the teachers be expected to be the ones to change society? That is a lot of pressure to put on a group already pulled in so many directions. Is it right or necessary to actively pursue reconstructing society? Is reconstructing society through educating minds the best way to go about this? Are the decisions people (teaches) make always correct and best for the general populace?

Bibliography Sewell, W. C. Affecting Social Change: The Struggle for Educators To Transform Society. Educational Foundations v. 19 no. 3/4 (Summer/Fall 2005) p Counts, G. S. (1932). Dare the school build a new social order? Carbondale, IL: Southern Illinois University Press Oesterreich, H. A., et. al., Against the Backdrop of Brown: Testimonios of Coalitions to Teach Social Change. The History Teacher (Long Beach, Calif.) v. 42 no. 2 (February 2009) p Varenne, H. Culture, Education, Anthropology [Part of the special issue, Cross-cultural fieldwork]. Anthropology & Education Quarterly v. 39 no. 4 (December 2008) p Rozas, L. W. Engaging Dialogue in Our Diverse Social Work Student Body: A Multilevel Theoretical Process Model. Journal of Social Work Education v. 43 no. 1 (Winter 2007) p Kratus, J. Music Education at the Tipping Point. Music Educators Journal v. 94 no. 2 (November 2007) p. 42-8