Since the 1980s, but particularly under the Bush administration, certain elements of the religious right, corporate culture and Republican right wing have argued that free public education represents either a massive fraud or a contemptuous failure. Far from a genuine call for reform, these attacks largely stem from an attempt to transform schools from a public investment to a private good, answerable not to the demands and values of a democratic society but to the imperatives of the marketplace. As the educational historian David Labaree rightly argues, public schools have been under attack in the last decade "not just because they are deemed ineffective but because they are public."[1] Right-wing efforts to disinvest in public schools as critical sites of teaching and learning and govern them according to corporate interests is obvious in the emphasis on standardized testing, the use of top-down curricular mandates, the influx of advertising in schools, the use of profit motives to "encourage" student performance, the attack on teacher unions and modes of pedagogy that stress rote learning and memorization...
The hidden curriculum is that testing be used as a ploy to de-skill teachers by reducing them to mere technicians, that students be similarly reduced to customers in the marketplace rather than as engaged, critical learners and that always underfunded public schools fail so that they can eventually be privatized. But there is an even darker side to the reforms initiated under the Bush administration and now used in a number of school systems throughout the country...
As the logic of the market and "the crime complex"[2] frame the field of social relations in schools, students are subjected to three particularly offensive policies, defended by school authorities and politicians under the rubric of school safety. First, students are increasingly subjected to zero-tolerance policies that are used primarily to punish, repress and exclude them. Second, they are increasingly absorbed into a "crime complex" in which security staff, using harsh disciplinary practices, now displace the normative functions teachers once provided both in and outside of the classroom.[3] Third, more and more schools are breaking down the space between education and juvenile delinquency, substituting penal pedagogies for critical learning and replacing a school culture that fosters a discourse of possibility with a culture of fear and social control...
Unfortunately, Obama has appointed as his secretary of education someone who actually embodies this utterly punitive, anti-intellectual, corporatized and test-driven model of schooling.
Barack Obama's selection of Arne Duncan for secretary of education does not bode well either for the political direction of his administration nor for the future of public education. Obama's call for change falls flat with this appointment, not only because Duncan largely defines schools within a market-based and penal model of pedagogy, but also because he does not have the slightest understanding of schools as something other than adjuncts of the corporation at best or the prison at worse...
Duncan, CEO of the Chicago Public Schools, presided over the implementation and expansion of an agenda that militarized and corporatized the third largest school system in the nation, one that is about 90 percent poor and nonwhite. Under Duncan, Chicago took the lead in creating public schools run as military academies, vastly expanded draconian student expulsions, instituted sweeping surveillance practices, advocated a growing police presence in the schools, arbitrarily shut down entire schools and fired entire school staffs. A recent report, "Education on Lockdown," claimed that partly under Duncan's leadership "Chicago Public Schools (CPS) has become infamous for its harsh zero tolerance policies. Although there is no verified positive impact on safety, these policies have resulted in tens of thousands of student suspensions and an exorbitant number of expulsions."[4] Duncan's neoliberal ideology is on full display in the various connections he has established with the ruling political and business elite in Chicago.[5]...
... In spite of what Duncan argues, the greatest threat to our children does not come from lowered standards, the absence of privatized choice schemes or the lack of rigid testing measures that offer the aura of accountability. On the contrary, it comes from a society that refuses to view children as a social investment, consigns 13 million children to live in poverty, reduces critical learning to massive testing programs, promotes policies that eliminate most crucial health and public services and defines rugged individualism through the degrading celebration of a gun culture, extreme sports and the spectacles of violence that permeate corporate controlled media industries. Students are not at risk because of the absence of market incentives in the schools. Young people are under siege in American schools because, in the absence of funding, equal opportunity and real accountability, far too many of them have increasingly become institutional breeding grounds for racism, right-wing paramilitary cultures, social intolerance and sexism.[13]...
[1] Cited in Alfie Kohn, "The Real Threat to American Schools," Tikkun (March-April 2001), p. 25. For an interesting commentary on Obama and his possible pick to head the education department and the struggle over school reform, see Alfie Kohn, "Beware School 'Reformers'," The Nation (December 29, 2008). Online: www.thenation.com/doc/20081229/kohn/print.
[2] This term comes form: David Garland, "The Culture of Control: Crime and Social Order in Contemporary Society" (Chicago: University of Chicago Press, 2002).
[3] For a brilliant analysis of the "governing through crime" complex, see Jonathan Simon, "Governing Through Crime: How the War on Crime Transformed American Democracy and Created a Culture of Fear," (New York, NY: Oxford University Press, 2007).
[4] Advancement Project in partnership with Padres and Jovenes Unidos, Southwest Youth Collaborative, "Education on Lockdown: The Schoolhouse to Jailhouse Track," (New York: Children & Family Justice Center of Northwestern University School of Law, March 24, 2005), p.31. On the broader issue of the effect of racialized zero tolerance policies on public education, see Christopher G. Robbins, "Expelling Hope: The Assault on Youth and the Militarization of Schooling" (Albany: SUNY Press, 2008). See also, Henry A. Giroux, "The Abandoned Generation" (New York: Palgrave, 2004).
[5] David Hursh and Pauline Lipman, "Chapter 8: Renaissance 2010: The Reassertion of Ruling-Class Power through Neoliberal Policies in Chicago" in David Hursh, "High-Stakes Testing and the Decline of Teaching and Learning" (Lanham, MD: Rowman & Littlefield, 2008)...
[13] Donna Gaines, "How Schools Teach Our Kids to Hate," Newsday (Sunday, April 25, 1999), p. B5...
There is more, much more, extensively documented.
You would think, with the economy of the nation crashing and burning, an advocate of the Chicago School of anything would have little creditability.
If the goal was anything but control, you might be right.
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