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28703 Body 11/25/03 1:42 PM Page 1 Introduction In any discussion of public schooling, various assertions have been posed that have historical- ly shaped the education reform debate. Traditionally, these assertions have come from two opposing camps. First, there is the camp that remains critical of public education because teaching, learning and administration has been colored and refined by monolithic value orientations (Hale, 1999), cultural hege- mony (Winant, 1997), and racial superiority (Dalton, 1995). This paradigm gathers support From Values Based on Simplicity from school officials’ denial of their role in the and Standardization Toward the above processes, and/or school officials’ lack of Realities Found In Complexity and foresight to help transform political/social/cul- Contingency: A Particular View for tural discourse, the distribution of resources, High School During the 21st Century and/or the unspoken assumptions concerning those who have been historically marginalized. They contend that compounding the implica- John F. Dye tions of a lack of culpability and/or foresight Nazareth College of Rochester have been the school policies and practices that disregard a holistic approach to teaching for the realities of a heterogeneous society. For those critical of the current system, such disregard excludes all children from these realities, regardless
The High School Journal – University of North Carolina Press
Published: Dec 16, 2003
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