Overview
- Authors:
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Brian W. Lagotte
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University of Kansas, USA
- This book focuses exclusively on specific education policy instead of general military recruiting in high schools
- The book contains a critical social science approach connecting anthropology and normative philosophy for policy suggestions
- The last body chapter of the book allows space for soldiers voices to contribute, which could be the first time for this type of policy research
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Table of contents (7 chapters)
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Back Matter
Pages 107-145
About this book
This book focuses exclusively on specific education policy instead of general military recruiting in high schools. "When the George W. Bush administration passed its landmark education legislation in 2001, dubbed the No Child Left Behind Act, legislators included a small section containing strict military recruiting mandates for public high schools. The law had two main provisions. First, a data sharing provision requires high schools to distribute the personal directory information of every student to all local armed forces recruiting stations on an annual basis. Second, the equal access provision requires high schools to provide military recruiters access to school grounds equal to university recruiters or career recruiters. For accountability, if these provisions are not fulfilled, the school will lose all federal education funds. Students or parents may “opt out” of the data collection through a bureaucratic process, but no such opt-out option exists for the soldiers visiting schools. When President Barack Obama renewed the omnibus education law in 2015, the name changed to the Every Student Succeeds Act, but the military mandates remained – the provisions were strengthened by including a passage prohibiting any local school board from instituting an “opt-in” bureaucratic structure for parents and students. This book focuses on how the two provisions have been met by parents, school staff, soldiers, and other individuals influenced by high school education policy and military recruiting. The central question is: do military recruiting methods utilized in public high schools work to promote the best interests of the students, or should policy makers rethink the freedom adult soldiers have when interacting with children within schools?
Authors and Affiliations
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University of Kansas, USA
Brian W. Lagotte
