Challenging the Assumption That Choice Is All That Freedom Means [microform] : A French Case Study / Frances C. Fowler.
The assumption that educational freedom is solely defined by freedom to choose a school is challenged in this paper. Based on the concept of a "system" of interdependent freedoms, a case study of the French school choice program adopted in 1959 is presented. Methodology involved longitudin...
Saved in:
| Online Access: |
Request ERIC Document |
|---|---|
| Main Author: | |
| Format: | Microfilm Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1991.
|
| Subjects: |
| Summary: | The assumption that educational freedom is solely defined by freedom to choose a school is challenged in this paper. Based on the concept of a "system" of interdependent freedoms, a case study of the French school choice program adopted in 1959 is presented. Methodology involved longitudinal documentary analysis of primary sources produced between 1959 and 1985 and interviews with 16 French policy actors. Findings provide descriptions of French private school aid policy, conflicting freedoms that shaped the policy, and later conflicts around freedom. The French experience suggests that political freedoms could be lost if choice programs are adopted; reveals the simplistic nature of many American choice proposals; and suggests that freedoms may be limited within privately established schools. A conclusion is that school choice policies must embody an understanding of the complex meaning of freedom in a democratic society. (33 references) (LMI) |
|---|---|
| Item Description: | ERIC Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (Baltimore, MD, October 1991). ERIC Document Number: ED339122. |
| Physical Description: | 30 pages. |
| Reproduction Note: | Microfiche. |
| Action Note: | committed to retain |