Abstract

Education is on the cusp of a configurational shift, or, as some may argue, in the midst of it. In the last twenty years the direct influence of corporations and their interest in leading educational agencies has substantially increased with no signs of stopping.1 The corporation has become a leader for systemic change in educational practice.2 This systematic change's emphasis on the mighty dollar brings about many different obstacles for educators and educational theorists to consider, one of these being the way education's monetization affects both learners' and educators' motivation. Where does this shift to the focus of funds find such motivations? Looking through the lenses of both John Dewey and...