Leadership of the contested terrain of education for democracy

Robert J. Starratt (Lynch School of Education Boston College, Massachusetts, USA)

Journal of Educational Administration

ISSN: 0957-8234

Publication date: 1 December 2004

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. (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

Download as .RIS

Publisher

:

Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.