Thursday, March 9, 2017

How Market Forces and Non-Professional Reformers are Destroying Public Education

Today, politicians in thrall to neoliberal ideology seek to subordinate the democratic mission of public education to a theory of market-driven economic development and social organization.  Policy deliberations are now dominated by of econometric modeling and production function research.  This modeling and research is often used, inappropriately, to make decisions about the value of education reforms.  The mathematical models used by researchers are made to “work” only by assuming away much of the real world in which people live and students learn. The phantasmagorical belief in neutral “scientific” expertise as the primary basis for policymaking has, therefore, profoundly antihuman as well as antidemocratic implications — a topic Sheila Dow takes up in “People Have Had Enough of Experts.”[5] 
The major education reforms of the past 35 years — education vouchers, charter schools, tuition tax credits, and education savings accounts — all seek to remove public schools from the control of elected bodies; to subject them to the “laws” of the “market”; and to put them at the service of the economic elite. The world being called into existence is based on the belief that anyone, but not everyone, can succeed—a world of winners and losers, each of whom has earned his or her fate.