Paradoxes of Social Control: Children's Perspectives and Actions

The action research project described here focuses on the paradox of educating children for participation in a democratic society within the inherently undemocratic context of public school. Specifically, is internally negotiated group control possible among preadolescents in a school setting? The article begins by presenting a few of John Dewey's thoughts on social control, and then relating these thoughts to some current perspectives on freedom and democracy in education. This is followed with discussion of the findings of a 6-month study of students' perspectives and actions concerning authority issues and social control. Finally, a social studies curriculum that one teacher used to help her students develop more social competence and to moderate the anti-social behavior of several difficult students is described, along with implications and questions for future study.