The Curriculum of Capitalism: Schooled to Profit or Schooled to Educate

Utilizing a critical pragmatist framework for analysis of the United States public school education, the research suggests the United States public education system perpetuates a curriculum of Capitalism linking with democracy; yet social Capitalism remains remarkably undemocratic as the experience of race, class, and gender contradict the curriculum of public schools. The consequence of these contradictions is perpetuation of racist or sexist stereotypes, a distinct class system delineated by financial, educational, and techno-wealth, a heightened if not profound sense that the American ideal is no longer within reach or a political sham. In sharp contrast to conservative theories of education and the move to standardize education, progressive educators do not believe in disassociating classroom experience from the sum of the accumulated experience of the individual. The research utilizes a number of tools of curriculum theorists including the incorporation of biographical material of Du Bois, Dewey, Lessing, Marcuse, and Feyerabend as the primary method for investigation.

Name thesis:degree_name

Doctor of Education in Curriculum Studies (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Curriculum, Foundations, and Reading

Year dc:date.available

2011

Author dc:creator

• Carroll, Douglas O.

Contributors dc:contributor

• Ming Fang He
• Patrick Novotny
• Kent Rittschof

• ETD
• Capitalism
• Critical pragmatism
• Democratic capitalism
• Social capitalism
• Curriculum of capitalism
• Racial economics
• Gender economics
• Education reform
• Public schools

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/528

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1528