Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The Evolving Role of the Courts in Educational Policy: The Tension Between Judicial, Scientific, and Democratic Decision Making in Kitzmiller v. Dover:

The Evolving Role of the Courts in Educational Policy: The Tension Between Judicial, Scientific,... In Kitzmiller v. Dover (2005), a court defined science to decide the legitimacy of teaching intelligent design to high school biology students. This study analyzes Kitzmiller in light of the complex and interrelated tensions between judicial, scientific, and democratic decision making that lie at the heart of modern educational governance. This study particularly explores how these tensions become more acute where the meaning of science itself is contested and examines how these tensions can be structured and balanced in a nuanced way in the institutional setting of the courts. Based on this examination, this study highlights major issues that bear upon an analysis of when it is appropriate for governmental entities to define science for educational policy purposes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

The Evolving Role of the Courts in Educational Policy: The Tension Between Judicial, Scientific, and Democratic Decision Making in Kitzmiller v. Dover:

Loading next page...
 
/lp/sage/the-evolving-role-of-the-courts-in-educational-policy-the-tension-0A0gYymDIn

References (68)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831209345398
Publisher site
See Article on Publisher Site

Abstract

In Kitzmiller v. Dover (2005), a court defined science to decide the legitimacy of teaching intelligent design to high school biology students. This study analyzes Kitzmiller in light of the complex and interrelated tensions between judicial, scientific, and democratic decision making that lie at the heart of modern educational governance. This study particularly explores how these tensions become more acute where the meaning of science itself is contested and examines how these tensions can be structured and balanced in a nuanced way in the institutional setting of the courts. Based on this examination, this study highlights major issues that bear upon an analysis of when it is appropriate for governmental entities to define science for educational policy purposes.

Journal

American Educational Research JournalSAGE

Published: Dec 1, 2009

Keywords: courts,curriculum,intelligent design,law,science

There are no references for this article.