Public education, at least as it has been known for the past several generations in the US, is under threat. Conservative state legislatures from Arizona to Florida have enacted sweeping voucher legislation, channeling taxpayer dollars to private schools. At the same time, a vicious culture war has engulfed the public education system in controversy, creating new political opportunities for ideologues and opponents. In this context, the editorial team at HEQ felt it important to reflect on why we have public schools in the first place. What are they good for and what should be taught? Whom should they serve, and who should govern them?

For this policy dialogue, we asked Carol Burris and Johann Neem to discuss the past, present, and future of open-enrollment, taxpayer-supported public schools. Carol Burris is the executive director of the Network for Public Education Foundation and the author of several books. Prior to that role, Dr. Burris was a classroom teacher and a high school principal, earning educator of the year and principal of the year awards. Johann Neem is a professor at Western Washington University and a historian of the early American republic. The author of several books, including Democracy’s Schools: The Rise of Public Education in America, Dr. Neem is also a member of HEQ’s editorial board.

HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.

In A Plea for the Insane (1918), Lionel Weatherly outlined the inadequacies of the Lunacy Act 1890 and of asylum care in England and Wales, and proposed solutions and ways to bring about improvements. It took courage to persist, but Weatherly was undeterred by controversy or criticism. This article reflects on his book and its context and timing at the end of the First World War, and considers whether we may be inspired to confront current healthcare crises with the same sort of passion and fervour as he did.

The article explores how cross-border heritage tourism is promoted in public schools to reimagine Hungary as an ethnically homogeneous nation by incorporating ethnic kin communities that live in neighboring countries. Cross-border heritage tourism has long served to establish strong ties to ethnic diaspora communities that live beyond the territorial borders of the nation-state. National borders in Central and Eastern Europe were repeatedly redrawn across ethnic groups over the twentieth century. Heritage tourism remains a key cultural and economic practice that symbolically questions current national borders and aims to increase the viability of ethnic enclave economies in countries where the given ethnic group is a minority. The article focuses on a large-scale student travel program that was launched by the Hungarian government in 2010, the year that marked the start of a brisk populist turn in Hungarian politics. The program provides funding to public school students for organized class trips to areas of neighboring countries (Romania, Slovakia, Serbia, Croatia, and Ukraine) that belonged to the Hungarian state before World War I. It shows how the Hungarian government mobilizes the public education system to foster a narrow and exclusionary ethnic understanding of cultural membership by selectively overemphasizing Hungarian heritage in regions that have had multi-ethnic, multi-religious, and multicultural histories for centuries. This project extends research on identity-based heritage tourism to show how it has become an integral part of the propaganda toolkit of populist governments.

Major reforms in education, globally, have focused on increased accountability and devolution of responsibility to the local school level to improve the efficiency and quality of education. While emerging research is considering implications of these changed governance arrangements at both a school and system level, little attention has been afforded to teacher union responses to devolutionary reform, despite teaching being a highly union-organised profession and the endurance of decentralising-style reforms in education for over 40 years. Drawing upon a power resources approach, this article examines union responses in cases of devolutionary reform in a populous Australian state. Through analysing evolving policy discourse, from anti-bureaucratic, managerialising rhetoric to a ‘post-bureaucratic, empowerment’ agenda, this article contributes to understandings of union power for resisting decentralising, neoliberal policy agendas by exposing the limits of public sector unions mobilising traditional power resources and arguing for strengthening of discursive and symbolic power.

This article proposes an account of how two teachers’ labour federations have been reacting to austerity measures in public education. Current austerity measures have coincided with the renewal of collective agreements, thus allowing the study of how unions link bargaining stances to wider issues of service quality and accessibility. Union responses are the result of at least three influences: the institutional framework for public sector collective bargaining and worker representation, the previous orientation of members and their organisations towards social and work relations, and ongoing innovations for renewal and member engagement. We posit that union responses can contribute to renewal if they are guided by concerns to redefine union purpose, union organisation and building capacities. Under these conditions, unions are able to engage members and push forward an alternative agenda to that of the government. In doing so, they may be able to forge temporary alliances with outside stakeholders, namely parents. Analysis of union responses should consider the dialectic between union renewal effort and the opportunities and constraints of the institutional framework for public sector collective bargaining. The challenge for these two labour federations is in sustaining member engagement and activism beyond the current context of collective bargaining.

This paper investigates the knowledge of the general public on the legislative framework relating to wildlife conservation in England, with a specific focus on the Bern Convention and the public's awareness of the treaty, as well as the domestic legislation transposing it. By creating a publicly available survey, the study determined the environmental attitudes of the public and their knowledge of the legislative regime relating to wildlife conservation. Whilst the majority of the public displayed pro-environmental attitudes and support for greater efforts towards the conservation of flora and fauna, the overall awareness of the legislation was worryingly low, with only 5.6% of respondents recognising the Bern Convention. Accordingly, the study investigated how awareness of environmental legislation may be increased. Ultimately, the paper concludes that formal environmental education, including legislation, must be optimised, and the domestic legislative framework should be further consolidated.

This article argues that the now-widespread US practice of residency-based tuition differentials for public higher education institutions is a twentieth-century form of higher education exceptionalism carved out in law and state policy, contradicting otherwise cherished and protected rights of free movement. This contradiction has been enabled in part by the vague standard of constitutional protection for the right to interstate mobility and in part by fiscal deference to public universities that quickly recognized the potential benefits of higher nonresident tuition rates. By both defining higher education as outside of the “necessities of life” and upholding a narrative that the children of state residents had a special entitlement to lower tuition as a kind of “legacy” taxpayer inheritance, courts, legislatures, and educational institutions built a modern higher education finance structure that discriminates against the mobility of “newcomers” and any student with a complicated family structure or residency status.

A key component of Middle East Studies methodology is to identify and deconstruct the relationship between knowledge about the region and the power structures that give knowledge meaning. Typically, that methodology is applied to Middle East Studies at the post-secondary level. This paper applies that methodology to public schools in Washington, D.C. Through structural analysis, I will tease out the “epistemological commitments” (Abu El Haj 2001) of what the government of Washington, D.C. calls “social studies learning standards” -- short sentences which “detail the knowledge students are expected to acquire at a particular grade level.” Based on my experience teaching the Middle East in a Washington, D.C. public high school, I also raise questions about the relationship between the content standards and teachers’ work conditions, and whether such conditions support or inhibit the development of a praxis (Freire 2016) which could deconstruct US colonialism inside American public schools. One goal of this paper is to bring Middle East Studies into conversation with American Studies, broadly defined, and in particular ethnographic studies of DC that consider the colonial relationship between the US Government and Washingtonians. I conclude by calling for a deeper engagement with the American public school system by Middle East Studies scholars at both a theoretical and practical level

Education is essential for lowering cases of Angiostrongyliasis in Hawaii. A professional development course on rat lungworm disease (RLWD) prevention was offered to Hawaii K-12 teachers during the 2018–2019 school year. Fourteen teachers, 11 from Hawaii Island and three from Maui, representing grades K, 2, 6–8, and 10−12, completed workshops and activities and received course credit. Teachers reached 652 students and educated 86 teachers and staff and approximately 900 community members including parents. A pre-course survey showed 55% of teachers agreed to a basic understanding of rat lungworm and its impact on Hawaii; this increased to 100% post-course. A sixth-grade class was the first to document the arrival of a highly competent intermediate host of the rat lungworm in a new location, an important discovery that initiated community awareness and control efforts. Six, 1-day workshops were held in 2018–2019, each on one of the main Hawaiian Islands. These were attended by 106 participants including teachers, community educators, and interested individuals from agencies, non-profits, businesses and the private sector. Of participants surveyed, 100% responded the workshop improved their overall understanding of RLWD. Efforts are being made to continue these programmes.