Leadership of the contested terrain of education for democracy
Abstract
This paper summarizes and compares the perspectives of the prior essays in this issue. Goes on to argue that education for democracy requires dialogical, authentic learning rather than the commodification of uniform, standardized knowledge and its acquisition touted by those marketizing education primarily for economic purposes. The paper calls upon educators and university scholars to resist the identification of learning with text scores, and to defend the traditional role of learning in the human emancipation of citizens whose knowledge and life lessons learned in school contribute to their wise governance of themselves.
Keywords
Citation
Starratt, R.J. (2004), "Leadership of the contested terrain of education for democracy", Journal of Educational Administration, Vol. 42 No. 6, pp. 724-731. https://doi.org/10.1108/09578230410563700
Publisher
:Emerald Group Publishing Limited
Copyright © 2004, Emerald Group Publishing Limited