Document Type


Publication Date

Summer 2004


This essay challenges the long-standing notion that the overriding purpose of U.S.A. public schools should be to produce future workers for corporate America. It questions the current discourse-the language we use when we talk about schooling, teaching, and learning. In effect, this essay takes exception to the undergirding assumption that public schools are primarily in existence as avenues for private gain. The claim is that a new language of inquiry and critique is needed in order for teachers and students to realize a significant, if untapped potential for U.S.A. schooling: namely, critical analysis of the taken-for-granted.


Published in Journal of Thought, vol. 39 (2004), pp. 7-16.