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By William F. Pinar (auth.)

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Scapegoating teachers has been the key tactic in keeping the “crisis” rhetoric alive. Like many other Democrats, Washington state Governor Chris Gregoire has colluded with the right-wing’s misrepresentation of the profession: “We need to address this concern out there that we have bad teachers,” Gregoire said (quoted in La Corte 2011, December 14, A9). ” While claiming schools fail to produce eligible candidates for jobs, corporate leaders salivate at the sight of unprotected public budgets, ripe for pillaging, theft conducted in the name of school “reform” (see Spring 2012).

It inflated like a hot-air balloon, lifting its adherents far above the details of daily life, that last phrase a central category of curriculum research in Brazil (as noted: see Pinar 2011b, 206–209). From those heights, abstractions like “reproduction” and “resistance” summarized the sphere of the social, including the relationship between school and society. Political theorists came to realize that reproduction theory implied passivity, and so they coupled it with resistance, a concept implying agency (Pinar et al.

Ninety years ago, even Franklin Bobbitt (1918, 3) allowed “the presence in the field of two antagonistic schools of educational thought. On the one hand are those who look primarily to the subjective results: the enriched mind, quickened appreciations, refined sensibilities, discipline, culture. ” Clearly the latter has triumphed. Even Bobbitt’s conception of the practical—“those who hold that education is to look primarily and consciously to efficient practical action in a practical world”—was broader than it is today.

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