%0 Journal Article
%T Towards a society of equals: Dewey, Lippmann, the co
%A John Schostak
%J Power and Education
%@ 1757-7438
%D 2018
%R 10.1177/1757743818756914
%X This article explores the wider critical and creative powers of education to bring about a society where no one person is valued more than another and where each person is celebrated for their differences ¨C this the author calls the ¡®society of equals¡¯. It is argued that discourses of equality are not only co-extensive with democracy; they are co-extensive with co-operation and education. The extent to which equalities between people are limited to certain spheres of activity is also the limit to which democracy and co-operation are exercised in the affairs of everyday life. To what extent are democracy and co-operation evidenced in schools, colleges and universities ¨C the supposedly privileged places for the development of people¡¯s powers? In whose interests and for what purposes are those powers to be developed? And how may socially just democratic futures be realised through co-operative forms of education? The critical points at issue in answering these questions will be approached by exploring Dewey¡¯s discussions of education and the democratic public in comparison to Lippmann¡¯s views of the public and the role of elites, alongside the values and practices of the co-operative movement and the idea of the society of equals capable of undermining and replacing neo-liberal forms of schooling
%K Co-operative education
%K society of equals
%K Dewey
%K radical democratic education
%K Lippmann
%U https://journals.sagepub.com/doi/full/10.1177/1757743818756914