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
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
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.
Recommended Citation
Carroll, Douglas O., "The Curriculum of Capitalism: Schooled to Profit or Schooled to Educate" (2011). Electronic Theses and Dissertations. 528.
https://digitalcommons.georgiasouthern.edu/etd/528
Research Data and Supplementary Material
No
