1986
DOI: 10.1002/cd.23219863307
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Populism, school prayer, and the courts: Confessions of an expert witness

Abstract: Popular majorities often believe that their values should be taught in the schools. A paradox of educational purpose arises when liberal democratic ideals require that such values not be taught.

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Cited by 4 publications
(1 citation statement)
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“…multitude of contexts in which racism was officially sanctioned in the United States, why did the demise of Jim Crow begin in the schools? Why is the public controversy about prayer in the schools not paralleled by debate about prayer in the workplace (see Melton, 1986b)? Why does publicinterest litigation about child and family issues feature attorneys, all purportedly arguing children's interests but expressing diverse and ideologically predictable points of view (see Mnookin, 1985)?…”
Section: Fictional Assumptionsmentioning
confidence: 99%
“…multitude of contexts in which racism was officially sanctioned in the United States, why did the demise of Jim Crow begin in the schools? Why is the public controversy about prayer in the schools not paralleled by debate about prayer in the workplace (see Melton, 1986b)? Why does publicinterest litigation about child and family issues feature attorneys, all purportedly arguing children's interests but expressing diverse and ideologically predictable points of view (see Mnookin, 1985)?…”
Section: Fictional Assumptionsmentioning
confidence: 99%