Democratic Dispositions and Cultural Competency

Abstract

The current school reform movement of high-stakes testing is misguided. Rather than add to the deconstruction of standards-based reform, the authors propose two ideas for what should permeate the work in U.S. public schools. They advocate that democratic dispositions and cultural competency be included in the major goals of schooling and also propose that the purpose of schooling should be determined through public deliberation within diverse communities. The authors believe that schools should be responsible for educating good people.

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