DEWEY'S THEORY OF THE DEMOCRATIC PUBLIC AND THE PUBLIC CHARACTER OF CHARTER SCHOOLS
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In this essay, Leonard Waks reconsiders the issue of the public character of charter schools, that is, schools funded through public taxation but operated by non‐state organizations such as nonprofit and for‐profit educational corporations and nongovernmental public interest organizations. Using John Dewey's conception of a democratic public as a framework, Waks examines the following questions: (1) Are schools chartered and funded by government, but operated by nonprofit nongovernmental organizations, ever appropriate instruments of a democratic public? (2) If so, what criteria might distinguish those that are appropriate from those that are not? (3) How might public education be re‐institutionalized so as to include the charter schools that are appropriate? Waks concludes that Dewey's theory of democratic publics can play a useful role in thinking about how to balance the democratic benefits of charter schools for the various subcommunities of our society with the democratic requirement of broad public discourse and intergroup education.
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DOI: 10.1111/j.1741-5446.2010.00383.x
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Temple University</wicri:noCountry></affiliation><affiliation wicri:level="2"><mods:affiliation>Correspondence: LEONARD J. WAKS is an Emeritus Professor in the Department of Educational Leadership and Policy Studies at Temple University, Ritter Hall 264, 1301 Cecil B. Moore Avenue, Philadelphia, PA 19122‐6091; e‐mail: . His primary areas of scholarship are the educational arrangements of of global network society and the continuing relevance of American pragmatism for addressing social and educational issues.</mods:affiliation> <country xml:lang="fr">États-Unis</country><placeName><region type="state">Pennsylvanie</region></placeName><wicri:cityArea>Correspondence: LEONARD J. WAKS is an Emeritus Professor in the Department of Educational Leadership and Policy Studies at Temple University, Ritter Hall 264, 1301 Cecil B. Moore Avenue, Philadelphia</wicri:cityArea></affiliation></author></titleStmt><publicationStmt><idno type="RBID">ISTEX:8E26BFF181499921E0D009D768F899A4C9D0580F</idno><date when="2010">2010</date><idno type="doi">10.1111/j.1741-5446.2010.00383.x</idno><idno type="url">https://api.istex.fr/document/8E26BFF181499921E0D009D768F899A4C9D0580F/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000262</idno><idno type="wicri:Area/Istex/Curation">000262</idno></publicationStmt><seriesStmt><idno type="ISSN">0013-2004</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="eng">In this essay, Leonard Waks reconsiders the issue of the public character of charter schools, that is, schools funded through public taxation but operated by non‐state organizations such as nonprofit and for‐profit educational corporations and nongovernmental public interest organizations. Using John Dewey's conception of a democratic public as a framework, Waks examines the following questions: (1) Are schools chartered and funded by government, but operated by nonprofit nongovernmental organizations, ever appropriate instruments of a democratic public? (2) If so, what criteria might distinguish those that are appropriate from those that are not? (3) How might public education be re‐institutionalized so as to include the charter schools that are appropriate? Waks concludes that Dewey's theory of democratic publics can play a useful role in thinking about how to balance the democratic benefits of charter schools for the various subcommunities of our society with the democratic requirement of broad public discourse and intergroup education.</div></front></TEI><istex><corpusName>wiley</corpusName><copyrightdate>2010</copyrightdate><author><json:item><name>Leonard J. Waks</name><affiliations><json:string>Educational Leadership and Policy Studies
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