Abstract
The starting place for this volume is Timberton Central High School. A comprehensive high school of around 1,500 students with a growing Latino/a enrollment, the school is located in the economically distressed, high poverty, and racially diverse Intermountain West city that I am calling Timberton.1 My research assistant and I spent several hours a week for about a year beginning in August of 2006 in this school as it underwent a reorganization into a number of smaller learning communities. Under this new arrangement the overall population of the school would remain about the same with each largely self-contained learning community enrolling from 200 to 400 students. The change would not alter the school’s comprehensiveness but would replace the departmental organization that typifies such high schools with a Ninth Grade Center and four career oriented units—Applied Science and Technology, Arts and Humanities, Business and Computers, and Health Science and Human Service. Midway through our time in the school, it was decided to merge the Business and Computers Community with that of the Arts and Humanities Community to create three career oriented communities for the tenth thru twelfth grade enrolling an approximately equal number of students.2
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Notes
Robert MacIver, Community: A Sociological Study (London: Macmillan, 1917), 81
Barry M. Franklin, Building the American Community: The School Curriculum and the Search for Social Control (London: Falmer Press, 1986), 8.
See, for example, Thomas S. Popkewitz, Cosmopolitanism and the Age of School Reform: Science, Education, and Making Society by Making the Child (New York: Routledge, 2007).
Barry M. Franklin, From “Backwardness” to “At-Risk”: Childhood Learning Difficulties and the Contradictions of School Reform (Albany: State University of New York Press, 1994)
Barry M. Franklin, “Creating a Discourse for Restructuring in Detroit: Achievement, Race, and the Northern High School Walkout,” in Educational Restructuring: International Perspectives on Traveling Policies, ed. Sverker Lindblad and Thomas S. Popkewitz (Greenwich: Information Age, 2004), 191–217
Barry M. Franklin, “State Theory and Urban School Reform I: The View from Detroit,” in Defending Public Education: Schooling and the Rise of the Security State, ed. David A. Gabbard and E. Wayne Ross (New York: Teachers College Press, 2004), 117–129
Barry M. Franklin, Marianne N. Bloch, and Thomas S. Popkewitz, “Educational Partnerships: An Introductory Framework,” in Educational Partnerships and the State: The Paradoxes of Governing Schools, Children, and Families, ed. Barry M. Franklin, Marianne N. Bloch, and Thomas S. Popkewitz (New York: Palgrave Macmillan, 2003), 1–23.
Derek L. Phillips, Looking Backward: A Critical Appraisal of Communitarian Thought (Princeton: Princeton University Press, 1993), 3.
Susan L. Hodgett, “Community, Sense Of,” in Encyclopedia of Community, ed. Karen Christensen and David Levinson (Thousand Oaks: Sage Publications, 2003), 2: 236–237.
Raymond Williams, Keywords: A Vocabulary of Culture and Society, rev. ed. (New York: Oxford University Press, 1983), 75–76.
Alan Ehrenhalt “Where Have All the Followers Gone?” in Community Works: The Revival of Civil Society in America, ed. E.J. Dionne Jr. (Washington, DC: Brookings Institution Press, 1998), 93.
Robert Booth Fowler, The Dance With Community: The Contemporary Debate in American Thought (Lawrence: University Press of Kansas, 1991), 39–41.
Nikolas Rose, Powers of Freedom: Reframing Political Thought (Cambridge: Cambridge University Press, 1999), 172.
Phillips, 7; Lynn Fendler, “Others and the Problem of Community,” Curriculum Inquiry 36 (Fall, 2006), 303–326.
Suzanne Keller, Community: Pursuing the Dream, Living the Reality (Princeton: Princeton University Press, 2003), 4–7
George A. Hillery, Jr., “Definitions of Community: Areas of Agreement,” Rural Sociology 20 (June, 1955), 111–123.
Benedict Anderson, Imagined Communities, rev. ed. (London: Verso, 1991), 4.
J.G.A. Pocock, The Machiavellian Moment: Florentine Political Thought and the Atlantic Republican Tradition (Princeton: Princeton University Press, 1975), Parts 1 and 2.
Michael J. Sandel, Democracy’s Discontent: America in Search of a Public Philosophy (Cambridge, MA: Harvard University Press, 1996), 5–8
For a discussion of this issue see Alasdair MacIntyre, After Virtue (Notre Dame, IN: University of Notre Dame Press, 1981).
Saint Augustine, City of God, trans. Henry Bettenson (London: Penguin Books, 2003), 73–75
Charles Marsh, The Beloved Community: How Faith Shapes Social Justice, from the Civil Rights Movement to Today (New York: Basic Books, 2005), 49–50
Kenneth L. Smith and Ira G. Zepp, Jr., Search for the Beloved Community: The Thinking of Martin Luther King, Jr. (Valley Forge: Judson Press, 1974), 119–140.
Marcus Raskin, The Common Good: Its Politics, Policies, and Philosophy (New York: Routledge and Kegan Paul, 1986), 26–27
Amitai Etzioni, The Common Good (Cambridge: Polity Press, 2004), 1–2
Anthony S. Bryk, Valerie E. Lee, and Peter B. Holland, Catholic Schools and the Common Good (Cambridge, MA: Harvard University Press, 1993), 38.
Kathy Greeley, Why Fly That Way: Linking Community and Academic Achievement (New York: Teachers College Press, 2000).
Arnold F. Fege, “Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement,” Harvard Educational Review 76 (Winter, 2006), 570–586.
Raymond Plant, Community and Ideology: An Essay in Applied Social Philosophy (London: Routledge and Kegan Paul, 1974), 8.
Frank Fischer, Reframing Public Policy: Discursive Politics and Deliberative Practices (Oxford: Oxford University Press, 2003), 73–76
Maarten A. Hajer, The Politics of Environmental Discourse: Ecological Modernization and the Policy Process (Oxford: Oxford University Press, 1995), 41–46.
Ernesto Laclau, “Why do Empty Signifiers Matter to Politics?” in The Lesser Evil and the Greater Good: The Theory and Politics of Social Diversity, ed. Jeffrey Weeks (London: Oram Press, 1994), 167–178.
Phillips, 164–176; Philip Selznick, The Moral Commonwealth: Social Theory and the Promise of Community. (Berkeley: University of California Press, 1992), 360.
Robert D. Putnam, Bowling Alone: The Collapse and Revival of American Community (New York: Simon & Schuster, 2000), 22–24
L.J. Hanifan, “The Rural School Community Center,” Annals of the American Academy of Political and Social Science 67 (1916), 130.
Robert D. Putnam and Lewis M. Feldstein with Don Cohen, Better Together: Restoring the American Community (New York: Simon & Schuster, 2003).
Clarence N. Stone, Jeffrey R. Henig, Bryan D. Jones, and Carol Pierannunzi, Building Civic Capacity: The Politics of Reforming Urban Schools (Lawrence: University Press of Kansas, 2001), 4.
Clarence N. Stone, Regime Politics: Governing Atlanta, 1946–1988 (Lawrence: University Press of Kansas, 1999), vii
Clarence N. Stone, “Civic Capacity: What, Why, and from Whence,” in The Public Schools, ed. Susan Fuhrman and Marvin Lazerson (New York: Oxford University Press, 2005), 231
Eva Gold, Elaine Simon, Maia Cucchiara, Cecily Mitchell, and Morgan Riffer, A Philadelphia Story: Building Civic Capacity for School Reform in a Privatizing System (Philadelphia: Research for Action, 2007), 2.
Stone, Henig, Jones, and Pierannunzi, 4–12; Clarence N. Stone, “Civic Capacity and Urban School Reform,” in Changing Urban Education, ed. Clarence N. Stone (Lawrence: University Press of Kansas, 1998), 250–273
Jose R. Rosario, “Communitarianism and the Moral Order of Schools,” in Curriculum and Consequence: Herbert M. Kliebard and the Promise of Schooling, ed. Barry M. Franklin (New York: Teachers College Press, 2000), 37–42.
Lea Hubbard, Hugh Mehan, and Mary Kay Stein, Reform as Learning: School Reform, Organizational Culture, and Community Politics in San Diego (New York: Routledge, 2006), 1–4
Ibid., 183–237. Larry Cuban and Michael Usdan’s earlier study of this reform initiative paints a similar picture of conflict. See Larry Cuban and Michael Usdan, “Fast and Top Down: Systemic Reform and Student Achievement in San Diego City Schools,” in Powerful Reforms with Shallow Roots: Improving America’s Urban Schools, ed. Larry Cuban and Michael Usdan (New York: Teachers College Press, 2003), 77–95.
Bruce Fuller, “The Public Square, Big or Small? Charter Schools in Political Context,” in Inside Charter Schools: The Paradox of Radical Decentralization, ed. Bruce Fuller (Cambridge, MA: Harvard University Press, 2000), 20–22.
John Dewey, “The School and the Society,” in John Dewey: The Middle Works, 1899–1924, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1976), 1: 7.
Robert B. Westbrook, John Dewey and American Democracy (Ithaca: Cornell University Press, 1991), 293–300
Alan Ryan, John Dewey and the High Tide of American Liberalism (New York: W.W. Norton, 1995), 216–217.
Walter Lippmann, Public Opinion (New York: Harcourt, Brace, 1922), 3–32
Walter Lippmann, The Phantom Public (New York: Harcourt, Brace, 1925), 143–186.
John Dewey: The Later Works, 1925–1933, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1988), 2: 213–220
John Dewey, “The Ethics of Democracy,” in John Dewey: The Early Works, 1882–1898, ed. Jo Ann Boydston (Carbondale: Southern University Illinois Press 1969), 1:232–234.
John Dewey, Democracy and Education (New York: Free Press, 1966), 4–5.
John Dewey, Freedom and Culture (New York: G.P. Putnam’s Sons, 1939), 12.
Westbrook, 303–304; James Campbell, “Dewey’s Conception of Community,” in Reading Dewey: Interpretations for a Postmodern Generation, ed. Larry A. Hickman (Bloomington: Indiana University, 1998), 32–35.
Robert N. Bellah, “Community Properly Understood: A Defense of ‘Democratic Communitarianism’”, in The Essential Communitarian Reader, ed. Amitai Etzioni (Lanham: Rowman & Litttlefield, 1998), 16.
Veronica Garcia, Wilhemia Agbemakplido, Hanan Abdella, Oscar Jopez, Jr., and Rashida T. Registe, “High School Students’ Perspectives on the 2001 No Child Left Behind Act’s Definition of a Highly Qualified Teacher,” Harvard Educational Review 76 (Winter, 2006), 705.
Lee Benson, Ira Harkavy, and John Puckett, Dewey’s Dream: Universities and Democracies in an Age of Education Reform (Philadelphia: Temple University Press, 2007), 33–44.
I have developed this interpretation of Dewey’s views on curriculum and their link to issues of community from the following sources: Democracy and Education, 194–206; The School and Society, 13–16; John Dewey, “My Pedagogic Creed,” in John Dewey: The Early Works, 5: 84–95; John Dewey, “The Child and the Curriculum,” in John Dewey: The Middle Works, 2: 271–291; John Dewey, Experience and Education (New York: Collier Books, 1963), 73–88
Katherine Camp Mayhew and Anna Camp Edward, The Dewey School (New York: Atherton Press, 1966), 20–36
Herbert M. Kliebard, The Struggle for the American Curriculum, 3rd ed. (New York: Routledge Falmer, 2004), 51–75
Arthur G. Wirth, John Dewey as Educator: His Design for Work in Education (1894–1902) (New York: John Wiley & Sons, 1966), 121–134
Michael C. Johanek and John Puckett, Leonard Covello and the Making of Benjamin Franklin High School: Education as if Citizenship Mattered (Philadelphia: Temple University Press, 2007), 21–47
William Reese, Power and the Promise of School Reform: Grassroots Movement During the Progressive Era rev. ed. (New York: Teachers College Press, 2002).
Ibid., 63–73; Johanek and Puckett, 10–17, 110–120; Elsie Clapp, Community Schools in Action (New York: Viking Press, 1939, 66–124
Leonard Covello, “The School as the Center of Community Life in an Immigrant Area,” in The Community School, ed. Samuel Everett (New York: D. Appleton-Century, 1938), 128.
Barry M. Franklin, “Education for an Urban America: Ralph Tyler and the Curriculum Field,” in International Perspectives in Curriculum History, ed. Ivor Goodson (New York: Routledge, 1988), 286–287.
Judith Rodin, The University and Urban Renewal: Out of the Ivory Tower and Into the Streets (Philadelphia: University of Pennsylvania Press, 2007), 13–22
David J. Maurrasse, Beyond the Campus: How Colleges and Universities Form Partnerships with their Communities (New York: Routledge, 2001), 29–64.
Eddie S. Glaude, Jr., In a Shade of Blue: Pragmatism and the Politics of Black America (Chicago: University of Chicago Press, 2007), 111–132.
Mitchell Dean, Critical and Effective Histories: Foucault’s Methods and Historical Sociology (London: Routledge, 1994), 35–36.
Mark Olssen, John Codd, and AnneMarie O’Neil, Education Policy, Globalization, Citizenship and Democracy (London: Sage Publications, 2004), 42–58
Steven Best, The Politics of Historical Vision: Marx, Foucault, Habermas (London: Guilford Press, 1999), 110–114
Brent Davis, Inventions of Teaching: A Genealogy (Mahwah: Lawrence Erlbaum Associates, 2004), 3–5.
Michel Foucault, Discipline and Punish: The Birth of the Prison, trans. Alan Sheridan (New York: Vintage Books, 1979), 30–31.
Michael S. Roth, “Foucault’s History of the Present,” History and Theory 20 (February, 1981), 32–46
Hubert L. Dreyfus and Paul Rabinow, Michael Foucault: Beyond Structuralism and Hermeneutics, 2nd ed. (Chicago: University of Chicago Press, 1983), 104–125
Michel Foucault, “Nietzsche, Genealogy, History,” in Language, Counter-Memory, Practice: Selected Essays and Interviews, ed. Donald F. Bouchard, trans. Donald F. Bouchard and Sherry Simon (Ithaca: Cornell University Press, 1977), 139–164
Michel Foucault, “Truth and Power,” in Power/ Knowledge: Selected Interviews and Other Writings, 1972–1977, ed. Colin Gordon, trans. Colon Gordon, Leo Marshall, John Mepham, and Kate Sopher (New York: Pantheon Books, 1977), 109–133.
For an example of the depiction of policy outcomes as narratives see John Rogers’ characterization of the policy narratives that the Bush administration developed in its promotion of the No Child Left Behind Act. See John Rogers, “Forces of Accountability? The Power of Poor Parents in NCLB,” Harvard Educational Review 76 (Winter, 2006), 611–641.
Copyright information
© 2010 Barry M. Franklin
About this chapter
Cite this chapter
Franklin, B.M. (2010). Community and Curriculum: A Conceptual Framework for Interpreting Urban School Reform. In: Curriculum, Community, and Urban School Reform. Secondary Education in a Changing World. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230105744_1
Download citation
DOI: https://doi.org/10.1057/9780230105744_1
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-37717-6
Online ISBN: 978-0-230-10574-4
eBook Packages: Palgrave Education CollectionEducation (R0)