The anatomy of a corporate transaction: understanding corporate involvement in two Canadian school districts

Abstract

The process of schooling in the post‐modern era is multi‐faceted, as neo‐liberal economic forces threaten to alter educational systems. Powerful influences are expecting school districts to provide an educational system responsive to the needs of private corporations, which may conflict with student needs. This research inquires into and strives to understand the nature of corporate involvement in two Canadian school districts. It identifies transactions between businesses and educational institutions and clarifies views held by business partners and public school educators towards corporate investment in schooling. This investigation did find that, while schools are in no immediate danger of being restructured by business interests and that students may be receiving enhanced educational experiences, checks and balances responsible for maintaining the integrity of educational institutions are weak.

Notes

1. The terms, ‘businesses’, ‘industry’ and ‘corporations’ are used interchangeably, as are other related terms such as ‘business interests’ and ‘corporate interests’, ‘business involvement’ and ‘corporate involvement’, and the like.

2. Barlow and Robertson (1994), Jasso (1996), Boutwell (1997), Kuehn (1997), Moll (1997), Winner (1997) and Apple (2001) represent a few of the scholars who have discussed corporate involvement in education. Much of their discussions describe the implications of such interactions. Corporate transactions are rarely described in terms of intent, strategies, processes and effects.

3. Barlow and Robertson (1994), Robertson (1998) and Tooley (2000) are scholars who attempt to deconstruct various corporate transactions relating to the educational arena.

4. ‘Edison Over Easy’ is a pseudonym used in order to protect the anonymity of the programme, the school districts involved and the corporation’s identity.

5. Ronald Gibson noted that there were aspects of the programme that were unique in terms of gender equity. The aim of the programme was to ensure equitable access to computers and to maintain an interest in maths and science for girls and women. While it provided more opportunity for girls, it likewise afforded the view of less opportunity for boys.

6. Taylor (2001) noted that the Conference Board is responsible for putting together a dominant alliance of forces around educational reform, constructing solutions to perceived educational problems and recruiting broader support for these solutions.

7. Previous corporate involvement in student job fairs, at ‘Career Day’, and through career education programmes were common catalysts for initial contact on the part of the school district. ‘Programme needs’ were often introduced by the teacher to the principal.

Additional information

Notes on contributors

Robert E. White

Robert E. White is an Assistant Professor in the School of Education, St. Francis Xavier University, P.O. Box 5000, Antigonish, Nova Scotia B2G 2W5, Canada. Email: [email protected]. He has taught extensively in public school systems across Canada. His research interests include literacy, learning and leadership, and he recently co‐edited The Practical Critical Educator: Critical Inquiry and Educational Practice (2006) with Karyn Cooper.