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dc.contributor.authorCountermine, Bradley
dc.date.accessioned2022-09-19T18:38:18Z
dc.date.available2022-09-19T18:38:18Z
dc.date.issued2015-05
dc.identifier.urihttp://hdl.handle.net/10484/12692
dc.description.abstractThis study aimed to shed light on the current state of educational reform rhetoric through an analysis of previous attempts to shape public education for the benefit of all. Analyzing Eugene V. Debs’s and John Dewey’s views on democracy and education during the Progressive Era promotes a version and vision of education that inspires people to think critically, to navigate contemporary society, and to acknowledge current issues within public education and United States society at large. Because education both reflects society and has the power to transform it, the struggle for fair, equitable, and enlightening education is paramount to the success of future generations within any society. By linking Progressive Era educational reform rhetoric to issues prevalent in United States educational reform today, I illustrate the consistencies between both periods and the underlying fundamental social, economic, and political issues shaping both educational and societal reform in the 21st century. Further research can focus on intervening historical variables especially as they contribute toward the motivation behind the current corporate educational reform movement and the push toward privatization at the expense of public schools created to make education the great equalizer.en_US
dc.language.isoen_USen_US
dc.publisherIndiana State Universityen_US
dc.subjectDemocracyen_US
dc.subjectSocialismen_US
dc.subjectPrivatizationen_US
dc.titleA QUALITATIVE HISTORIOGRAPHICAL CASE STUDY OF THE EDUCATIVE PROPERTIES OF EUGENE V. DEBS AND JOHN DEWEY: 21st CENTURY IMPLICATIONS FOR EDUCATIONen_US
dc.typeDissertationen_US
refterms.dateFOA2022-09-19T18:38:19Z


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