Goodlad, et al. (2002) rightly point out that a culture can either resist or support change. Schein’s (2010) model of culture indicates observable behaviors of a culture can be explained by exposing underlying shared values and basic assumptions that give meaning to the performance. Yet culture is many-faceted and complex. So Schein advised a clinical approach to cultural analysis that calls for identifying a problem in order to focus the analysis on relevant values and assumptions.
This project starts with two assumptions: (1) The erosion of democratic education is a visible overt behavior of the current U.S. macro-culture, and (2) this is a problem. I intend to use this problem of the erosion of democratic education as a basis for a cultural analysis.
My essential question is: What are the deeper, collective, competing value commitments and shared basic assumptions that hinder efforts for democratic education? The purpose of this paper is to start a conversation about particular cultural limitations and barriers we are working with as we move toward recapturing the civic mission of education.
Response to this Article
Emery James Hyslop-Margison and Andrés Ramírez, Neoliberal Ideology and Democratic Learning
Challenging Freedom: Neoliberalism and the Erosion of Democratic Education.
Democracy and Education,
(1), Article 1.
Available at: http://democracyeducationjournal.org/home/vol24/iss1/1