Volume 10 • Issue 1 • Politics & Education

Statement of the Problem Politics and education have a well-established and interdependent relationship. The influence of politics on education often occurs both individually and institutionally. Politics play a factor in the way individuals engage in the classroom and exerts control over the educational institutions in which they occupy. In doing so, politics wield power over the decision making of both parties. Although this has been suggested, scholars disagree on what politics in education looks like and how to define it. Scholars’ thoughts on this relationship range from politics being non-existent in the classroom (Crick, 2013), to not being able to separate politics from the classroom (Fine, 1993), through the introduction of theories like organizational theory and political scholars (Bacharach & Mundell, 1993). Largely, the relationship between politics and education can fall under two areas: micro (individuals and/or small groups using power to make decisions) and macro (district, state, federal-level decision-making). The Call: As a result of disharmony, determining the purpose of education is often left to government leaders, rather than educational experts and consumers. Zion and Blanchett (2017) described four various interest themes that are embedded in US education: Egalitarian, economic, civic, and humanistic. These four themes in education represent the P-20 spectrum in a number of ways and also breakdown political interest areas. The Journal of Critical Thought and Praxis invited submissions for a special issue focused on politics and education that fell under the above four themes.

Letter from the Editor

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Poetry

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Article

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Book Review

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