Conflicting Conceptions of the Purposes of Schooling in a Democracy

Introduction Living and working in Florida, I was surprised by dialogue concerning the imperative to bring democracy to other countries juxtaposed with rhetoric proclaiming the need to increase accountability in the form of standardization in order to improve schools. What I was not privy to were questions regarding connotations, contradictions, and coherences inherent in the discourse within K-20 institutions. Without serious attention to the meanings of democracy, the purposes of education, or education according to whom and for whom, massive reforms aimed at graduating literate, numerate, productive citizens have been implemented, not only in this state but throughout the Western world. There is pressure on educational institutions to prepare "students for two functions; firstly, as workers for global market economies and, secondly, as citizens for life in democratic societies" (McMahon, 2012, p. 32). As an example, the Florida Department of Education articulates divergent goals. One goal focuses on efficiency and the preparation of a skilled workforce with an emphasis on developing "the proficiency of all students within one seamless, efficient system" (Florida Department of Education, 2009b). Another goal is "for all Florida students to receive a high quality education that will prepare them to be active citizens, critical thinkers, and lifelong learners" (Florida Department of Education, 2009a). This phenomenological study (Creswell, 2007; Leedy & Ormond, 2005) is an attempt to understand the participants' perceptions of the connections between democracy and purposes of education in a context where democracy is believed to be desirable and yet remains largely unexamined in schools. Consistent with this approach, data were collected from interviews with administrators in K-12 schools. The major research question guiding this research was: How do the participants understand the purposes of education and/or schooling in a democratic society? The participants were asked about the goals articulated by the Department of Education; how they complement or contradict each other; how these impact on their roles as school leaders; and the factors that facilitate and/or hinder the enactment of democratic practices in schools. Review of Literature Meanings of democracy are contested, socially constructed, contextual, and evolving, and some serve to mask the roots of existing inequities (Macedo, 2003; Price, 2007). Tensions exist between notions of democracy as a system of government and democracy as a daily struggle toward equity and social justice. Equated with civics, the first sense of democracy is concerned with the rights and responsibilities of citizens, as well as with which citizens have what rights, and may actually serve to reinforce inequities within hegemonic structures. The second conception is consistent with what Price (2007) describes as democracy that is "about hope and commitment, power, possibility and promise" (p. 15). It envisions democracy as a constantly evolving process rather than as an end product. Influenced by Dewey's (1916) notion of democracy and education, schools are often configured as agents of change that provide a means of social and economic mobility for poor and minoritized populations. This belief in schools' ability to transform individuals and societies is communicated in state and school district commitments to leave no child behind and close achievement gaps. These serve as articulations of equitable and socially just practices for all children. However, even though there is overall agreement that "education is the foundation of democracy, the presence and importance of other outcomes of education that promote the public good are hotly contested matters" (Fusarelli & Young, 2011, p. 93). Conceptions of democracy and the theories and practices of education in a democracy are often expressed and enacted in complimentary and contradictory ways. …