Term of Award

Spring 2011

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Grigory Dmitriyev

Committee Member 1

Ming Fang He

Committee Member 2

Patrick Novotny

Committee Member 3

Kent Rittschof

Committee Member 3 Email

kent_r@georgiasouthern.edu

Abstract

Utilizing a critical pragmatist framework for analysis of the United States public school education, the research suggests the United States public education system perpetuates a curriculum of Capitalism linking with democracy; yet social Capitalism remains remarkably undemocratic as the experience of race, class, and gender contradict the curriculum of public schools. The consequence of these contradictions is perpetuation of racist or sexist stereotypes, a distinct class system delineated by financial, educational, and techno-wealth, a heightened if not profound sense that the American ideal is no longer within reach or a political sham. In sharp contrast to conservative theories of education and the move to standardize education, progressive educators do not believe in disassociating classroom experience from the sum of the accumulated experience of the individual. The research utilizes a number of tools of curriculum theorists including the incorporation of biographical material of Du Bois, Dewey, Lessing, Marcuse, and Feyerabend as the primary method for investigation.

Research Data and Supplementary Material

No

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