Revitalizing the Field of Educational Foundations and PK–20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism

Abstract

In this article, we situate the imminent extinction of educational foundations within larger macro contexts, including the corporate control of knowledge production, the marginalization of critical academics who challenge the social, economic, and political status quos, and the global (United States in particular) economic recession. We also reaffirm why the field of educational foundations is important for this particular historical moment. In an effort to fight neoliberalism's stranglehold on PK–20 education, we provide guideposts for other like-minded critical educators. Specifically, these guideposts speak to why educational foundations are (despite their maltreatment and marginalization) an integral part to PK–12 teacher preparation and provide a call to action requiring educational foundations faculty members to inform those who still do not know that schools serve to reinforce the existing power, political, race, and economic relations.

Notes

¹We are thankful that an anonymous reviewer reminded us that the term educational foundations is not necessarily self-evident. Consequently, in this article we refer to educational foundations being “a field of educational study that derives its character and methods from a number of academic disciplines, combinations of disciplines, and area studies, including: history, philosophy, sociology, anthropology, religion, political science, economics, cultural studies, gender studies, LGBTQ (lesbian, gay, bisexual, transgender, and queer) studies, comparative and international education, educational studies, educational policy studies, as well as transdisciplinary and interdisciplinary approaches” (Tutwiler et al., 2013, p. 110).

²http://www.relay.edu/mat-program/

³An anonymous reviewer also rightfully pointed out that foundations of education also call into question the disciplinarity of knowledge and should complicate political science methodologies with feminist and queer ones, and so on.

⁴We acknowledge that liberal arts education is traditionally focused on the dominant culture, values, and knowledge. We agree with Ellsworth (1989) who encourages critical pedagogues to be more self-reflexive and vulnerable when working with pre-service teachers.

⁵We acknowledge here that, in addition to K–12 teacher preparation, educational studies is also essential for preparing civic-minded citizens. We draw readers' attention to Dennis Carlson's (2008) Educational Studies article, and its call for democratic education and social justice.

⁶PBS's (2008) “Prisons for Profit” is an excellent documentary that show how corporations are running many American prisons and “standing in the way of sentencing reform and sacrificing public safety to maximize profits” http://www.pbs.org/now/shows/419/video.html

⁷An anonymous reviewer insightfully pointed out a contradiction existing here. A state waning and deregulating markets actually demand state power.

⁸http://www.dailyfinance.com/2010/08/28/the-awful-odyssey-of-femas-hurricane-katri-na-trailers/