Date of Award
Spring 5-1-2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Media Technology
Abstract
This 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.
Recommended Citation
Countermine, Bradley, "A Qualitative Historiographical Case Study of the Educative Properties of Eugene V. Debs and John Dewey: 21st Century Implications for Education" (2015). All-Inclusive List of Electronic Theses and Dissertations. 86.
https://scholars.indianastate.edu/etds/86
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