rican society and, therefore, injustice in the primarily Anglo-Saxon controlled and shaped institution of education. His work is organized along four lines, these being (1) the role of multiculturalism and cultural domination in shaping U.S. schools; (2) the position of the school as one of many institutions that manage the distribution of ideas in society; (3) racism as a central issue in U.S. educational history; and (4) Economic issues as a significant factor in evolving U.S. schools.[4] Spring does provide notes and a brief conclusion at the end of each chapter, but his work is not as effective as a learning tool as Anthony and Benson's, since the authors provide two-page charts that neatly summarize the key points of each chapter. Spring's work is similar in that the main goal of his work is to promote multiculturalism in American education to advance social justice, which Anthony sees as being advanced by the integration of Christian education into the broader curriculum.
The main thesis offered by Joel Spring is that cultural domination in the U.S. has marginalized many groups that must struggle for equal opportunities in the American institution of education. Spring uses the lens of "ideological management" to show how "political and economic" forces impact the shape of the institution of education in a way that excludes some groups from equity.[5] Calling it his "interpretive perspective," Spring[6] offers the following themes:
. A major part of the history of U.S. schools involves conflicts over culture and religion.
. Schools are one of many institutions that attempt to manage the distribution of ideas in society. I call this process ideological management.
. Racism is a central issue in U.S. history and educational history.
. Economic goals are important to understanding the evolution of U.S. schools.
. Consumerism and environme...