This book challenges readers to consider the consequences of commercialism and business influences on and in schools. Critical essays examine the central theme of commercialism via a unique multiplicity of real-world examples. Topics include:
*privatization of school food services;
*oil company ads that act as educational policy statements;
*a parent's view of his child's experiences in a school that encourages school-business partnerships;
*commercialization and school administration;
*teacher union involvement in the school-business partnership craze currently sweeping the nation;
*links between education policy and the military-industrial complex;
*commercialism in higher education, including marketing to high school students, intellectual property rights of professors and students, and the bind in which professional proprietary schools find themselves; and
*the influence of conservative think tanks on information citizens receive, especially concerning educational issues and policy.
"Schools or Markets?: Commercialism, Privatization, and School-Business Partnerships" is compelling reading for all researchers, faculty, students, and education professionals interested in the connections between public schools and private interests. The breadth and variety of topics addressed make it a uniquely relevant text for courses in social and cultural foundations of education, sociology of education, educational politics and policy, economics of education, philosophy of education, introduction to education, and cultural studies in education.
"The text is extensive in its philsophically- and academically-grounded critiques of commerical interests partnering with educational institutions which instructors and teachers in a variety of education-related subjects will find useful. It reiterates and extends critiques such as that of Thorstein Veblen (1918) and his "captains of erudition" from the early 1900s. It also effectively shows the ways that corporate influence in schools goes well beyond education per se, to affect health, social justice, and our more intangible quality of life issues." - David B. Bills and Ryan Wells in Educational Studies, Vol. 43, No.2.