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Voices from the Classroom: Teachers’ Perspectives on Corporatization in American Public Schooling |
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Abstract:
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This paper is based on the reflective writings of public school teachers from the Midwest. A portion of the primary documents are interviews of retired teachers whose careers stretched over the early and middle 20th century and autobiographies written by teachers in the late 1990s. The other documents are reflective essays which were collected from Ohio teachers beginning in 2007. The authors argue that the interviews, autobiographies, and reflective writings indicate that schooling has, since the early 1900s, become more corporatized and outcome-based. This increasingly corporate model of school has impacted the work of public school educators in identifiable ways such as increased stress, a decrease in discretionary time in the classroom, and an altered view of how public school teachers perceive of themselves. |
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school (49), educ (26), american (18), teacher (16), standard (11), public (11), children (9), centuri (8), corpor (8), earli (8), way (7), nation (7), test (7), p (7), new (6), base (6), state (6), one (6), corporat (6), york (6), press (5), |
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Association:
Name: MWERA Annual Meeting
URL: http://www.mwera.org
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Citation:
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MLA Citation:
| Fleming, Louise. "Voices from the Classroom: Teachers’ Perspectives on Corporatization in American Public Schooling" Paper presented at the annual meeting of the MWERA Annual Meeting, Westin Great Southern Hotel, Columbus, Ohio, Oct 15, 2008 <Not Available>. 2009-05-23 <http://www.allacademic.com/meta/p275315_index.html> |
APA Citation:
| Fleming, L. , 2008-10-15 "Voices from the Classroom: Teachers’ Perspectives on Corporatization in American Public Schooling" Paper presented at the annual meeting of the MWERA Annual Meeting, Westin Great Southern Hotel, Columbus, Ohio Online <PDF>. 2009-05-23 from http://www.allacademic.com/meta/p275315_index.html |
Publication Type: Paper Presentation
Abstract: This paper is based on the reflective writings of public school teachers from the Midwest. A portion of the primary documents are interviews of retired teachers whose careers stretched over the early and middle 20th century and autobiographies written by teachers in the late 1990s. The other documents are reflective essays which were collected from Ohio teachers beginning in 2007. The authors argue that the interviews, autobiographies, and reflective writings indicate that schooling has, since the early 1900s, become more corporatized and outcome-based. This increasingly corporate model of school has impacted the work of public school educators in identifiable ways such as increased stress, a decrease in discretionary time in the classroom, and an altered view of how public school teachers perceive of themselves. |
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PDF |
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6 |
| Word count: |
1783 |
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| Voices from the Classroom: Teachers’ Perspectives on Corporatization in American Public Schooling Introduction This paper is based on the reflective writings of public school teachers from the Midwest. A portion of the primary documents are interviews of retired teachers whose careers stretched over the early and middle 20th century and autobiographies written by teachers in the late 1990s. The other documents are reflective essays which were collected from Ohio teachers beginning in 2007. The authors argue that the interviews |
| Left Behind Act is damaging our children and our schools (pp. 66-78). Boston: Beacon Press. Mosier R.D. (1941). Making the American mind. New York: King’s Crown Press. Perkinson H. (1995). The imperfect panacea: American faith in education. New York: McMillan. Saltman K. (2003). Education as enforcement: The militarization and corporatization of schools. New York: Routledge-Falmer. Tyack D.B. (1974). The one best system: A history of American urban education. Cambridge MA: Harvard University Press. United States Department of Education. (1983 |
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