What Americans Want from Public Schools
AMERICANS CONTINUE TO FOLLOW the advice of Benjamin Franklin in making “the proper education of youth” the most important American social policy. Public education uses more resources and involves more people than any other government program for social welfare. It is the main activity of local gover...
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croxfordunivpr:10.1093/oso/9780195152784.003.0005 2023-05-15T14:05:46+02:00 What Americans Want from Public Schools Hochschild, Jennifer L. Scovronick, Nathan 2003 http://dx.doi.org/10.1093/oso/9780195152784.003.0005 unknown Oxford University Press American Dream and Public Schools book-chapter 2003 croxfordunivpr https://doi.org/10.1093/oso/9780195152784.003.0005 2022-08-05T10:27:59Z AMERICANS CONTINUE TO FOLLOW the advice of Benjamin Franklin in making “the proper education of youth” the most important American social policy. Public education uses more resources and involves more people than any other government program for social welfare. It is the main activity of local governments and the largest single expenditure of almost all state governments. Education is the American answer to the European welfare state, to massive waves of immigration, and to demands for the abolition of subordination based on race, class, or gender. Although public schools in the United States are expected to accomplish a lot for their students, underlying all of these tasks is the goal of creating the conditions needed for people to believe in and pursue the ideology of the American dream. Our understanding of the American dream is the common one, described by President Clinton this way: “The American dream that we were all raised on is a simple but powerful one—if you work hard and play by the rules you should be given a chance to go as far as your God-given ability will take you.” The dream is the unwritten promise that all residents of the United States have a reasonable chance to achieve success through their own efforts, talents, and hard work. Success is most often defined in material terms, but everyone gets to decide what it is for himself or herself. The first man to walk across Antarctica talks about this idea in the same way as people who make their first million: “The only limit to achievement,” he said, “is the limit you place on your own dreams. Let your vision be guided by hope, your path be adventurous, and the power of your thoughts be directed toward the betterment of tomorrow.” The American dream is a brilliant ideological invention, although, as we shall see, in practice it leaves much to be desired. Its power depends partly on the way it balances individual and collective responsibilities. The role of the government is to make the pursuit of success possible for everyone. This implies strict ... Book Part Antarc* Antarctica Oxford University Press (via Crossref) |
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AMERICANS CONTINUE TO FOLLOW the advice of Benjamin Franklin in making “the proper education of youth” the most important American social policy. Public education uses more resources and involves more people than any other government program for social welfare. It is the main activity of local governments and the largest single expenditure of almost all state governments. Education is the American answer to the European welfare state, to massive waves of immigration, and to demands for the abolition of subordination based on race, class, or gender. Although public schools in the United States are expected to accomplish a lot for their students, underlying all of these tasks is the goal of creating the conditions needed for people to believe in and pursue the ideology of the American dream. Our understanding of the American dream is the common one, described by President Clinton this way: “The American dream that we were all raised on is a simple but powerful one—if you work hard and play by the rules you should be given a chance to go as far as your God-given ability will take you.” The dream is the unwritten promise that all residents of the United States have a reasonable chance to achieve success through their own efforts, talents, and hard work. Success is most often defined in material terms, but everyone gets to decide what it is for himself or herself. The first man to walk across Antarctica talks about this idea in the same way as people who make their first million: “The only limit to achievement,” he said, “is the limit you place on your own dreams. Let your vision be guided by hope, your path be adventurous, and the power of your thoughts be directed toward the betterment of tomorrow.” The American dream is a brilliant ideological invention, although, as we shall see, in practice it leaves much to be desired. Its power depends partly on the way it balances individual and collective responsibilities. The role of the government is to make the pursuit of success possible for everyone. This implies strict ... |
format |
Book Part |
author |
Hochschild, Jennifer L. Scovronick, Nathan |
spellingShingle |
Hochschild, Jennifer L. Scovronick, Nathan What Americans Want from Public Schools |
author_facet |
Hochschild, Jennifer L. Scovronick, Nathan |
author_sort |
Hochschild, Jennifer L. |
title |
What Americans Want from Public Schools |
title_short |
What Americans Want from Public Schools |
title_full |
What Americans Want from Public Schools |
title_fullStr |
What Americans Want from Public Schools |
title_full_unstemmed |
What Americans Want from Public Schools |
title_sort |
what americans want from public schools |
publisher |
Oxford University Press |
publishDate |
2003 |
url |
http://dx.doi.org/10.1093/oso/9780195152784.003.0005 |
genre |
Antarc* Antarctica |
genre_facet |
Antarc* Antarctica |
op_source |
American Dream and Public Schools |
op_doi |
https://doi.org/10.1093/oso/9780195152784.003.0005 |
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1766277626118275072 |