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Essay / Research Paper Abstract
A 5 page paper that offers a review of Becoming Good American Schools : The Struggle for Civic Virtue in Education Reform by Oakes and colleagues. The writer first presents a brief overview of the book, including its major themes. The themes are then analyzed against the concepts of the politics of education and educational policy analysis. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGcvvt.rtf
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the demands of being just, caring and committed to individual diversity while at the same time offering a rigorous and competitive education that will serve the greater needs of the
society. In this book, the authors demonstrate how schools can meet the conflicting demands of promoting equity in a diverse society and also promoting excellence in the schools. The authors
also discuss what teachers and other educators can do to make a difference. The authors try to demonstrate how schools can meet the sociological needs while also meeting the political
needs that face educators every day. Data for the book were obtained through in-depth interviews, observations, documents from each school district and documents from state-level sources, like the Department
of Education. These were five-year longitudinal comparative case studies that involved a number of research teams that made repeated several-day visits to each school. The authors provide numerous examples
throughout the text to illustrate practices in use. They present failures as well as successes, something that is not always included in books about educational reform. The core themes
and messages in the book relate to educational reform and civic virtue. The themes are included within the context of American cultural tradition, particularly the tension between the very powerful
concept of and drive for individualism and the ideals of civic virtue. As the authors press on with these conflicting elements, they also explore how educational policymaking and implementation of
policies would better address the cultural and political forces that act as barriers, shaping and constraining efforts to improve schools and education. The authors argue that the culture of school
reform is conservative, at best. They refer to this as the reform mill, a mechanism that simply grinds out reforms that are nothing more than a rehashing of the status
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