Democracy and Education in America: A Promise Unfulfilled?

Abstract

Though a general consensus exists as to the democratic purpose of education in America, the particulars of the relationship have been the subject of much debate throughout the nation's history. At a time when public schools are increasingly adopting robust standards, a common curriculum, and statewide testing, is education fulfilling its promise to democracy in America? To this end, this dissertation examines the essential components of democracy in America, the type of democracy schools are presently preparing students for, and what schools in the country should be preparing students for. Analysis of these issues is conducted through the lens of three influential authors in the field: E.D. Hirsch, John Goodlad, and Linda Darling-Hammond. A qualitative case studies approach was employed, with the documented works of each author comprising the data for this research. Constant comparative analysis revealed themes and patterns that shed light on the development of curriculum, the need for educational renewal, the need for the embodiment of education as democracy in the nation's public schools, and a common core of standards. Lastly, this research looked towards the future, categorizing prospective changes in regards to the basic values, rights, school structures, learning content, and teacher training in schooling in American democracy.