Private School Enrollment and Public School Performance

Advocates of education privatization often take two general approaches to denigrating commonplace public school monopoly service provision assignments. One general argument is that public school administrators are self-interested rent-seekers, which is evidenced by the ever-enlarging bureaucracies they operate. This argument has been roundly criticized by Kevin Smith and Kenneth Meier (1994, 1995) in two methodologically rigorous analyses. The second general argument is grounded in the assumption that public school student performance will improve if public schools are forced to compete for enrollment with private school alternatives. The evidence regarding this claim of privatization advocates has been contested in a systematic study of North Carolina school districts, but requires further analysis to determine if these findings can be generalized to school districts writ large. Such a replication study is presented here, with findings reported that are in agreement with those of Newmark (1995).     

Anthropology, ‘Native Schooling’ and Maori: the Politics of ‘Cultural Adaptation’ Policies

This paper examines three policies of ‘cultural adaptation’ formulated in colonial contexts in the 1920s and 1930s — that of the British Colonial Office for education in Africa, that of the New Zealand Native Schools and that of Maori leaders. While clearly inter-related, these policies were developed and promoted by their respective proponents to serve widely different political goals. Particularly significant is the role played by anthropology in that context. Proponents of all three policies looked to anthropologists for insights and scientific validation of their political agendas. Anthropologists, in turn, not only accepted this role but, particularly in the case of the British Colonial education policy, actively claimed it, involving themselves in the processes of colonial control.     

Cultures of Incomprehension?: The Legacy of the Two Cultures Debate at the End of the Twentieth Century

This paper considers the impact of Snow's Two Culture's thesis on debates about the place of science and scientists in society in the latter part of the twentieth century. Debates concerned with the public understanding of science and the ‘science wars’, both of which relied to some extent on the dividing of society into ‘two cultures’, are contextualised within longer efforts by scientists to popularise definitions of science and society and their relationship with other epistemic communities. This paper argues that we should think about all these episodes as part of ongoing rhetorical boundary work, reflective of strains and stressors on science as an institution. The two cultures debate has provided one powerful rhetorical device, amongst many, for ongoing boundary work to establish or question science as the dominant form of knowledge in society and delineate who is allowed to speak for it, and wield its power.