scholarly journals Editorial: Are They Listening? Policymakers and Their Role in Public Education

2020 ◽  
Vol 2 (1) ◽  
pp. i-iii
Author(s):  
Abbie R. Strunc

In the United States the policy making process claims to be a cyclical process which drives politicians, dictates policies drafted, and legislation ultimately passed. The process begins with the people bringing issues, ideas, and concerns to the attention of the news media, advocacy groups, grassroots organizations, or interest groups. Ideally these groups connect the concerns of the people to elected officials and/ or courts who respond by creating policies which address these concerns. This is an over-simplified ideal. The reality of policymaking is messy, partisan, and the results frequently fail to address the concerns of the public, or create more unintended consequences than solve problems. Public education is an area of concern most familiar with unintended consequences.

2020 ◽  
Vol 9 (3) ◽  
pp. 293-305 ◽  
Author(s):  
Susan Smith Reilly

In 2016, the United States elected a populist president who had no public service, legal or military experience. Donald J. Trump was a New York real estate developer, known for his involvement in the Miss Universe Pageant, World Wide Wrestling and the reality television show, The Apprentice. Although the news media covered his unorthodox campaign extensively, after the election, the new president turned on the press, repeatedly accusing it of publishing ‘fake news’ about him and his administration and going so far as to call the press ‘the enemy of the people’. Alarmed by these accusations, journalists are discovering that without civics education in the public schools, US citizens no longer understand the role a free press plays in a democracy.


2021 ◽  
pp. 147490412199047
Author(s):  
Matthew Clarke ◽  
Martin Mills

Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between “traditional” and “progressive” education. Instead, we note how, despite the mobilisation of the rhetoric of the public and public education, schooling in England has never been public in any deeply meaningful sense. We develop a genealogical reading of public education in England, in which ideas of British universalism – “the public” – and inequality and exclusion in education and society have not been opposed but have gone hand-in-hand. This raises the question whether it is possible to envisage and enact another form of collective – one that is based on action rather than fantasy and that is co-authored by, comprising, and exists for, the people. The final part of this paper seeks to grapple with this challenge, in the context of past, present and future potential developments in education, and to consider possibilities for the imaginary reconstitution of public education in England in the twenty-first century.


2015 ◽  
Vol 11 (2) ◽  
pp. 207
Author(s):  
Valgerður Jóhannsdóttir ◽  
Þorgerður Einarsdóttir

The news media are the most influential sources of information, ideas and opinion for most people around the world. Who appears in the news and who is left out, what is covered and what is not and how people and events are portrayed matter. Research has consistently shown that women are underrepresented in the news and that gender stereotypes are reinforced in and through the media. The 1995 Beijing Declaration and Platform for Action recognised the relationship between women and media as a major area of concern in achieving gender equality in contemporary societies. This article presents Nordic findings from the 2015 Global Media Monitoring Project (GMMP), which is the largest and longest-running study on gender in the world’s media. The findings show that women account for only 1 in 5 of the people interviewed or reported on by Icelandic news media and that women’s overall presence in the news has declined compared to the last GMMP study in 2010. The proportion of women as news subjects is also considerably lower than in other Nordic countries. We argue that the number of women who are journalists, managers in the media industry and decision makers in society has increased, but this shift has not automatically changed the representation of women in the news, either in numbers or in their portrayal. This discrepancy indicates that the relationship between gender and the news media is complicated and needs to be approached from different perspectives.


2021 ◽  
Vol 123 (4) ◽  
pp. 1-26
Author(s):  
Jeanne M. Powers ◽  
Kathryn P. Chapman

Background In the past decade, the laws governing teachers’ employment have been at the center of legal and political conflicts across the United States. Vergara v. California challenged five California state statutes that provide employment protections for teachers. In June 2014, a California lower court declared the statutes unconstitutional because they exposed students to “grossly ineffective teachers.” Purpose The purpose of the article is to document and analyze how Vergara was presented in the print news media. It is important to understand how the print news media presents education policy debates to the public, because the print news media shapes the general public's understanding of education and other public policy debates by providing frames and themes for interpreting the issues in question and people associated with them. Research Design Using the social construction of target populations and political spectacle as conceptual lenses, we conducted a content analysis of print news media articles on the Vergara case published between June 2012 and November 2014. We provide a descriptive overview of the full corpus of articles published during this period and a thematic analysis of the 65 unique news articles published in the aftermath of the decision. The latter focuses on news articles because they are intended to provide more objective coverage of the case than opinions or editorials. Findings In the print news media coverage, the word “teacher” was often paired with a negative qualifier, which suggests that Vergara was an effort to change the relatively advantaged social construction of teachers. Similarly, metaphors and the illusion of rationality associated with political spectacle were used in ways that bolstered the plaintiffs’ claims. While Vergara consumed a substantial amount of philanthropic and public dollars, ultimately it did not change the policies that govern teachers’ employment in California. Vergara may have been more successful in shaping the general public's perceptions of teachers and the conditions of teachers’ employment in the period following the trial.


Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.


Author(s):  
John T. Cumbler

Early twentieth-century conservation in the United States has been identified in the public mind with the West and the protection of wilderness, parks, and national forests. Some scholars have explored conservation through the writings of naturalists and antimodernists like Henry David Thoreau. What we have only recently come to appreciate is that there was a whole generation of reformers very much concerned about the environment who were neither antimodernists nor wilderness protectors. They were modernists who rejected not the modern world, but the way the modern world was being fashioned. They did not retreat or long to retreat into the wilderness but lived in cities and towns. And they struggled to make the environment of the most settled parts of the nation more amenable to human habitation. It was in New England where these reformers first began to make their claims for the rights of citizens to clean air, clean water, and clean soil. The Massachusetts board of health argued, less than five years after the Civil War, for aggressive state action on the claim that “all citizens have an inherent right to the enjoyment of pure and uncontaminated air, and water, and soil, that this right should be regarded as belonging to the whole community, and that no one should be allowed to trespass upon it by his carelessness or his avarice.” And the New Hampshire board, in its first report, stated that “every person has a legitimate right to nature’s gifts—pure water, air, and soil—a right belonging to every individual, and every community upon which no one should be allowed to trespass through carelessness, ignorance, or other cause.” New England’s first environmental crisis was brought on by its people’s fecundity and by their material practices in the late eighteenth century. Out of that crisis emerged a changed New England with concentrated manufacturing centers and increasingly market-oriented agriculture. Although not all New Englanders enthusiastically supported this change all were affected by it. Within three generations, New Englanders saw their region transformed. That transformation created a new set of troubles. The emergence of those new problems, and the solutions nineteenthcentury Yankees offered, is the story of this book.


1950 ◽  
Vol 12 (3) ◽  
pp. 321-340
Author(s):  
Hans Rommen

The problem of Church-State relations—if under Church is understood the Church universal in its Catholic form—may be answered without too much difficulty on a high abstract level. But on the contingent level of concrete historical development the problem becomes not only highly involved, but almost inexhaustible. For every growth in the Church's doctrine, (for example, the decrees of the Vatican Council and every deeper-going change in the other partner's constitutional forms or in its philosophical and ethical justification or a change in its aims to greater comprehensive competencies) poses a new problem. No wonder, therefore, that in our era of restlessness, of dynamic social changes, of conflicting ideologies fighting for the baffled minds of the masses, of wavering traditions decomposed by the acid of nihilist skepticism, the Church-State problem arises in a new intensity and urgency. The external signs are there for everyone to see: the fury of a Hitler against the “Black International,” the violent persecution of the Church in die satellite countries of the Russian orbit, and the complete subjugation of the Orthodox Church not to a “Christian” Czar but to die confessedly adieistic Politburo. In minor degree the problem is also bothering the people of the United States. A secularist outlook, indeed, may slur over the reality and intensity of the true problem. For the secularized outlook die Church in her essence—and even more so the churches and the sects—is not different in genere from odier numerous private organizations for die furtherance of more or less rational aims and longings in a constitutionally pluralist society. The secularist will, therefore, recognize only one pragmatic rule: tolerance unless the public order and the competency of the police power is directly concerned. Public order includes all too often for the secularist his reform ideas and his social ideals based on a relativist pragmatism in ethics and thus makes him highly sensitive to die criticism by a Church which bases ethics on revelation and on competencies which die secularist can only consider as unfounded and arrogant. Only if the Church remains in the private sphere of private individuals and stays in this “free” sphere where the secularist will tolerate any mass-idiosyncracies, only dius will he condescendingly tolerate the Church. His attitude may be explained to a degree by the fact of an exceedingly strong religious individualism and a subjective and emotional spiritualism, inimical to form and tradition (indigenous to this country and resulting in the easy dissolution of doctrinal unity into a multiplicity of sects). This spiritualist “formlessness” of religion, here, makes the emphasis on organically grown and established forms and on the objective institutions of religious life, so characteristic of the Catholic Church, a somewhat strange and suspicious thing. Yet there is no avoiding the nature and self-understanding of the Church, if the problem of Church and State should be approached. Otherwise the term “Church” would stand only for utterly private opinions by very private individuals in that sphere of irrational feeling and unscientific imagination which for the secularist agnostic is religion. And it is clear that upon such suppositions it would follow that the political authority has exclusive and plenary competency to judge about the compatibility of such a religion with the policy and the public order of the state. The consequence of such thinking is the abolition of the Church-State problem by the complete elimination of the Church.


Numen ◽  
2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Marcelo Camurça ◽  
Sueli Martins

RESUMOA partir de um estudo de caso de escolas municipais na cidade de Juiz de Fora, este artigo visa discutir a questão de fundo da laicidade no Brasil. Tomando a perspectiva do debate internacional atual que analisa este processo de uma forma plural e não como via única que tem como modelo os países europeus e os EUA, busca-se aqui estabelecer uma tipologia - três casos paradigmáticos - que nos aproxime das formas diferenciadas e informais de regulação do religioso no ambiente público escolarPalavras-chave: Chave: Escolas públicas, laicidade, regulação, religiões, BrasilABSTRACTDrawing upon a case study on public schools in the city of Juiz de Fora (MG), this article aims to discuss the substantive issue of secularism in Brazil. The paper builds on the current international debate that analyzes the process of secularization under a plural and multidimensional, rather than one-imensional perspective, which has been modeled on European countries and the United States. We seek to establish a typology based on three paradigmatic cases that may bring us closer to the differing forms and informal regulation of the religious phenomenon in the public education environment.Keywords: Public schools, secularism, regulation, religions, Brazil 


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