Introduction:
There is no neglect that there is a linkage between public education and American democratic citizenship, in fact, the founding fathers of the United States constitution alluded that this connection ought to be essential to create a nation that would be able to function by itself without possible outside intervention. Furthermore, scholars such as Noa Webster wanted educated citizens not to just be able to “judge … what [would] secure or endanger [their] freedom” (Mondel, 2001, p.22) but to build a national identity that fostered a unified culture in which one would learn about the history and legend of the founding fathers. With a national identity, a young country like the United states would be able to prosper and provide its …show more content…
Bringing forth the idea of a politically pluralistic society. As noted by Scheneider and Ingram (1991): The pluralistic model of liberal democracy is based on the principles of political equality, open participatory political processes and a society in which the power of the state is checked and balanced by a private marker economy and by strong civic culture. (p.3)
With this theory in play as well as the implementation of Federalism which defined state power versus that of the central government, gave access to the debate of equity and who was to be considered a formal citizen in order to have the privileges of an adequate education. The influx of immigrant groups did not make it any easier for institutions to implement the pluralistic view since many of these groups required different needs and many times did not fit the standard of what an American ought to be. This impact really transformed education in America, but more importantly, it affected public education which became the platform in which different groups of immigrant children began to interact with the …show more content…
Blacks faced issues of education even throughout the period of slavery, although most whites saw educated blacks as a threat to white citizenship, some whites supported education for Blacks. But the interest in having educated slaves was not to build good citizens, it was, in fact, more for a purpose to obtain a higher property value since at this time slaves were seen as property. As stated by Garcia-Bedolla, in “Baltimore, educated slaves provided more income to their owners” since they would be able to be sold at a higher value. If African Americans sought to educate their children without the help of their master, this meant that they had to pay for books, supplies, and teachers which also meant that the hours that their children spent in school reflected a loss in the wages that those children could have earned. Education for African Americans meant a financial sacrifice that perhaps would not fruition into success because most educated blacks did not have access to jobs that reflected their educational level. None-the-less, advocates like W.E.B DuBois and Booker T. Washington encouraged education even though their politics about the approach did not align with each other since they viewed the system differently due to their own educational
There is no neglect that there is a linkage between public education and American democratic citizenship, in fact, the founding fathers of the United States constitution alluded that this connection ought to be essential to create a nation that would be able to function by itself without possible outside intervention. Furthermore, scholars such as Noa Webster wanted educated citizens not to just be able to “judge … what [would] secure or endanger [their] freedom” (Mondel, 2001, p.22) but to build a national identity that fostered a unified culture in which one would learn about the history and legend of the founding fathers. With a national identity, a young country like the United states would be able to prosper and provide its …show more content…
Bringing forth the idea of a politically pluralistic society. As noted by Scheneider and Ingram (1991): The pluralistic model of liberal democracy is based on the principles of political equality, open participatory political processes and a society in which the power of the state is checked and balanced by a private marker economy and by strong civic culture. (p.3)
With this theory in play as well as the implementation of Federalism which defined state power versus that of the central government, gave access to the debate of equity and who was to be considered a formal citizen in order to have the privileges of an adequate education. The influx of immigrant groups did not make it any easier for institutions to implement the pluralistic view since many of these groups required different needs and many times did not fit the standard of what an American ought to be. This impact really transformed education in America, but more importantly, it affected public education which became the platform in which different groups of immigrant children began to interact with the …show more content…
Blacks faced issues of education even throughout the period of slavery, although most whites saw educated blacks as a threat to white citizenship, some whites supported education for Blacks. But the interest in having educated slaves was not to build good citizens, it was, in fact, more for a purpose to obtain a higher property value since at this time slaves were seen as property. As stated by Garcia-Bedolla, in “Baltimore, educated slaves provided more income to their owners” since they would be able to be sold at a higher value. If African Americans sought to educate their children without the help of their master, this meant that they had to pay for books, supplies, and teachers which also meant that the hours that their children spent in school reflected a loss in the wages that those children could have earned. Education for African Americans meant a financial sacrifice that perhaps would not fruition into success because most educated blacks did not have access to jobs that reflected their educational level. None-the-less, advocates like W.E.B DuBois and Booker T. Washington encouraged education even though their politics about the approach did not align with each other since they viewed the system differently due to their own educational