The Winning Ways of a Losing Strategy: Educationalizing Social Problems in the United States
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| Title: | The Winning Ways of a Losing Strategy: Educationalizing Social Problems in the United States |
|---|---|
| Language: | English |
| Authors: | Labaree, David F |
| Source: | Educational Theory. Nov 2008 58(4):447-460. |
| Availability: | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 14 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Opinion Papers |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Social Problems, Role of Education, Educational Policy, Educational Theories, Educational Philosophy, Educational Principles, Social Action, Social Change, Educational Sociology |
| DOI: | 10.1111/j.1741-5446.2008.00299.x |
| ISSN: | 0013-2004 |
| Abstract: | In this essay, David Labaree examines the paradox of educationalization in the American context. He argues that, like most modern Western societies, the United States has displayed a strong tendency over the years for educationalizing social problems, even though schools have repeatedly proven that they are an ineffective mechanism for solving these problems. He starts by examining the ways in which the process of educationalizing social problems is deeply grounded in American beliefs, social processes, political and organizational tensions, and structural possibilities. These include utility, individualism, optimism, professional interest, political interest, political opportunity, structural limits, and formalism. Then Labaree examines the roots of education's failure in the role of social reform agent. Finally, he closes with an analysis of why we continue to pursue educationalization in the face of its ineffectiveness. |
| Abstractor: | As Provided |
| Number of References: | 24 |
| Entry Date: | 2008 |
| Accession Number: | EJ820013 |
| Database: | ERIC |
| Abstract: | In this essay, David Labaree examines the paradox of educationalization in the American context. He argues that, like most modern Western societies, the United States has displayed a strong tendency over the years for educationalizing social problems, even though schools have repeatedly proven that they are an ineffective mechanism for solving these problems. He starts by examining the ways in which the process of educationalizing social problems is deeply grounded in American beliefs, social processes, political and organizational tensions, and structural possibilities. These include utility, individualism, optimism, professional interest, political interest, political opportunity, structural limits, and formalism. Then Labaree examines the roots of education's failure in the role of social reform agent. Finally, he closes with an analysis of why we continue to pursue educationalization in the face of its ineffectiveness. |
|---|---|
| ISSN: | 0013-2004 |
| DOI: | 10.1111/j.1741-5446.2008.00299.x |
