{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1459"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1459","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"America Inc.: The Rise and Fall of a Civil Democracy","abstract":"The field of Curriculum Studies has thoroughly outlined the detrimental effects of corporate ideology on education in terms of curricular mandates, the corporatization of higher education, rampant privatization, and globalization. Educational mandates have created an atmosphere of control in which students are methodically deprived of exploration and creativity through strict adherence to a prescribed curriculum. This results in the de-skilling of teachers and the loss of Self as students are forced to memorize facts based on educational mandates, with teachers having to constantly redirect outlets for creativity in order to teach to the test. As a result of this study, it is evident that educational mandates are the first step in preparing children to become the unknowing participants in a consumer culture. In addition to curriculum mandates, children are also controlled by a system that advocates the use of psychiatric diagnoses and subsequent medication as a means to suppress disruptive forms of behavior that are deemed to be abnormal, such as a child's propensity to play and normal forms of adolescent rebellion. I propose that a culture of defiance is rising out of the attempts to suppress normal behavior as children and adolescents rebel against the system. I also propose that the Self is methodically detached from its creative core and that Object-Relations Theory plays an integral role in understanding the behavior of postmodern consumers.","abstract_html":"The field of Curriculum Studies has thoroughly outlined the detrimental effects of corporate ideology on education in terms of curricular mandates, the corporatization of higher education, rampant privatization, and globalization. Educational mandates have created an atmosphere of control in which students are methodically deprived of exploration and creativity through strict adherence to a prescribed curriculum. This results in the de-skilling of teachers and the loss of Self as students are forced to memorize facts based on educational mandates, with teachers having to constantly redirect outlets for creativity in order to teach to the test. As a result of this study, it is evident that educational mandates are the first step in preparing children to become the unknowing participants in a consumer culture. In addition to curriculum mandates, children are also controlled by a system that advocates the use of psychiatric diagnoses and subsequent medication as a means to suppress disruptive forms of behavior that are deemed to be abnormal, such as a child's propensity to play and normal forms of adolescent rebellion. I propose that a culture of defiance is rising out of the attempts to suppress normal behavior as children and adolescents rebel against the system. I also propose that the Self is methodically detached from its creative core and that Object-Relations Theory plays an integral role in understanding the behavior of postmodern consumers.","abstract_has_math":false,"creators":["Edmonds, Keith W."],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Julie Webber","Marla Morris","Dan Chapman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05-01T07:00:00Z","date_published":"2009-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:52Z","subjects":["ETD","Education","Curriculum","Ideology","Object-relations","Business and education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/459","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Julie Webber","Marla Morris","Dan Chapman"]},{"key":"dc:creator","label":"Author","values":["Edmonds, Keith W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Education","Curriculum","Ideology","Object-relations","Business and education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/459"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The field of Curriculum Studies has thoroughly outlined the detrimental effects of corporate ideology on education in terms of curricular mandates, the corporatization of higher education, rampant privatization, and globalization. Educational mandates have created an atmosphere of control in which students are methodically deprived of exploration and creativity through strict adherence to a prescribed curriculum. This results in the de-skilling of teachers and the loss of Self as students are forced to memorize facts based on educational mandates, with teachers having to constantly redirect outlets for creativity in order to teach to the test. As a result of this study, it is evident that educational mandates are the first step in preparing children to become the unknowing participants in a consumer culture. In addition to curriculum mandates, children are also controlled by a system that advocates the use of psychiatric diagnoses and subsequent medication as a means to suppress disruptive forms of behavior that are deemed to be abnormal, such as a child's propensity to play and normal forms of adolescent rebellion. I propose that a culture of defiance is rising out of the attempts to suppress normal behavior as children and adolescents rebel against the system. I also propose that the Self is methodically detached from its creative core and that Object-Relations Theory plays an integral role in understanding the behavior of postmodern consumers."]},{"key":"dc:title","label":"Title","values":["America Inc.: The Rise and Fall of a Civil Democracy"]}]}],"canonical_facts":{"dc:contributor":["Julie Webber","Marla Morris","Dan Chapman"],"dc:creator":["Edmonds, Keith W."],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The field of Curriculum Studies has thoroughly outlined the detrimental effects of corporate ideology on education in terms of curricular mandates, the corporatization of higher education, rampant privatization, and globalization. Educational mandates have created an atmosphere of control in which students are methodically deprived of exploration and creativity through strict adherence to a prescribed curriculum. This results in the de-skilling of teachers and the loss of Self as students are forced to memorize facts based on educational mandates, with teachers having to constantly redirect outlets for creativity in order to teach to the test. As a result of this study, it is evident that educational mandates are the first step in preparing children to become the unknowing participants in a consumer culture. In addition to curriculum mandates, children are also controlled by a system that advocates the use of psychiatric diagnoses and subsequent medication as a means to suppress disruptive forms of behavior that are deemed to be abnormal, such as a child's propensity to play and normal forms of adolescent rebellion. I propose that a culture of defiance is rising out of the attempts to suppress normal behavior as children and adolescents rebel against the system. I also propose that the Self is methodically detached from its creative core and that Object-Relations Theory plays an integral role in understanding the behavior of postmodern consumers."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/459"],"dc:subject":["ETD","Education","Curriculum","Ideology","Object-relations","Business and education"],"dc:title":["America Inc.: The Rise and Fall of a Civil Democracy"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:26:52Z"}