The End of School Reform

by Maurice R. Berube Emeritus Eminent Scholar of Educational Leadership, Old Dominion University, Clair T. Berube Hampton University; author, The End of School Reform (2006) and The Moral University (2010)

Overview

Education as a major social movement is coming to an end. The theoretical framework for this proposition derives from Thomas Kuhn's theory of paradigm shifts of major movements and Hegel's "end of history" thesis. The "end of school reform" thesis blends Arthur Danto's "end of art", John Horgan's "end of science", and Francis Fukuyama's "end of history" theses. Including interviews of education historians and policy professors, The End of School Reform maintains that educational innovation may still continue, but only on a piecemeal basis.

Product Details

ISBN-13:	9780742539464
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	12/13/2006
Pages:	112
Product dimensions:	6.36(w) x 9.37(h) x 0.48(d)

About the Author

Maurice R. Berube is Eminent Scholar Emeritus from Old Dominion University in Norfolk, VA. He has published eleven other books, including American School Reform: Progressive, Equity and Excellence Movements 1893-1993 and American Presidents and Education. Clair T. Berube is assistant professor education at St. Xavier University in Chicago. She has published in academic and public intellectual magazines.

Table of Contents

Chapter 1 The End of School Reform Chapter 2 Three Major Movements—And No More Chapter 3 The Death of Progressive Education Chapter 4 The Limits of Educating the Poor Chapter 5 The Trouble with National Standards Chapter 6 The End of Public Schools? Chapter 7 A New Direction

Editorial Reviews

A challenging provocation.

August 2007 Future Survey

Mindful of the varied factors that have shaped and continue to shape American educational reform, Maurice and Clair Berube have written one of the most insightful well-researched and interesting works on the nature of education reform, past, present and future. Based, in part, from interviews with the most critical observers in the field (Giroux, Ravitch, Apple, among others), the authors have not only placed current debates about the achievement gap and effects of poverty in historical perspective, but have raised provocative questions about the very future of American education. Echoing Boyd Bode's astute obsevation that the 'problem of education is a problem of direction,' the authors offer readers some guideposts.

Jeffrey Glanz