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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: PDF
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
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  Data: 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
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  Data: 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.
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