[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599651-105":59,"doc-detail-599651-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","beyond-dependency-strategies-for-saving-foundations","Beyond Dependency - Strategies for Saving Foundations","","Argues that social foundations in schools of education face long-term decline driven by structural marginalization, dependency on other programs, and internal fragmentation. Explains how foundations lose control of enrollment and programming power, making arguments ineffective against political and curricular pressures. Presents the article as a call for coordinated action, outlining a theoretical basis and a case study of a program resilient even if service courses are removed, then derives field-level lessons.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-dependency-strategies-for-saving-foundations/599651/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-dependency-strategies-for-saving-foundations/599651.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper say foundations can’t survive in its current condition?","Question",{"text":112,"@type":113},"It argues that multiple forces have marginalized foundations over decades, including reliance as a service provider to other programs, enrollment dependency, and the erosion of foundations’ perceived relevance and rigor.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper mean by “dependency” in the foundations field?",{"text":117,"@type":113},"Foundations provides courses to other programs and takes enrollment from other departments without building independent programs or returning equivalent enrollment, leaving the field with limited institutional power.",{"name":119,"@type":110,"acceptedAnswer":120},"What threats to social foundations does the paper highlight in the current climate?",{"text":121,"@type":113},"It points to tighter standards and standardization, neoliberal skepticism about teacher licensure, declining enrollment for licensure, reduced and isolated foundations faculty, diffused coursework coverage, and removal of foundations-focused issues from curricular pathways and standards.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599651,1792644158,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Beyond Dependency: Strategies for Saving Foundations  \nAaron Schutz, University of Wisconsin-Milwaukee Dan Butin, Merrimack College  \nIntroduction  \nThe foundations field cannot sustain itself in its present condition. A range of complex forces have combined to marginalize foundations over the past few decades. The decline of foundations as a separate discipline in schools of education has been abetted by the fact that foundations is generally a “service provider” to other programs. Over time, other departments have cannibalized our content while dismissing our relevance. To a large extent, we share responsibility for the decline of our field; we have failed to come together in effective coalitions to defend our importance. At times, the content of our courses has sometimes seemed narrow and irrelevant, but even when they are not, content alone is unlikely to save us.  \nWe have generally tried to depend on the force of argument to win the day against the structural forces that have driven this decline. Yet foundations generally operates from a position of relative weakness in schools of education: we provide service to programs but generally do not have our own strong programs. We “take” enrollment from other departments, but do not“give” enrollment to them or bring independent enrollment to the school. This leaves foundations in a position of dependency. The core argument of this paper is that we need to move beyond dependency toward a vision of foundations as, at least in part, a provider of robust (if collaborative) programs of its own, and we discuss a range of strategies designed to foster the development of such programs. Amidst the current environment, we believe that foundations will find it increasingly difficult to make our arguments stick without the associated power to make ourselves heard.  \nThis article is meant as a call to discussion and action. We begin with the belief that the foundations field is the best place in schools of education for rigorous and relevant examination of and engagement with issues of inequality and broader community-based issues as they relate to the context of schools. We outline the theoretical underpinning of this perspective and offer a case study of an already-existing program that has developed to the point that it could survive quite successfully even if all of the service courses were eliminated. We then discuss the potential lessons that could be drawn from this case study. While the situation of the department of Educational Policy and Community Studies (EPCS) is fairly unique, in the section that follows we discuss some general lessons for the field that we believe can be drawn from its experience.  \nThe Decline of Foundations  \nThe decline of the social foundations field in schools of education is neither new nor sudden. Already in the 1950s, just a little over decade after John Dewey and others pioneered a foundational perspective at Teachers College, the signature foundations coursework was cut due  \nto internal and external questions about its rigor, its lack of seeming value to the technical training of teachers, and to the seeming “un-American” attitude of critique.1 The foundations field has, seemingly, not recovered since.2  \nThreats  \nThe current climate could seemingly not be worse for foundations scholars. The federal government continues to focus on narrow standards and standardization; neoliberals raise questions about the need for teacher licensure; enrollment continues to fall in teacher licensure nationally; the number of foundations faculty and coursework is increasingly diminished and isolated; fundations content has become “diffused” in often problematic ways thoughout the curriculum; and the very heart and soul of foundations work—examining the linkages between schools and a pluralistic society—is questioned and removed from curricular pathways and national and state standards.3  \nThe standards movement has increasingly focused attention on the importance o","cbCaiuMxQeHwsCUi","https://ap.wps.com/l/cbCaiuMxQeHwsCUi","pdf",649424,12,"English","# Introduction\n# The Decline of Foundations\n# Threats","[{\"question\":\"Why does the paper say foundations can’t survive in its current condition?\",\"answer\":\"It argues that multiple forces have marginalized foundations over decades, including reliance as a service provider to other programs, enrollment dependency, and the erosion of foundations’ perceived relevance and rigor.\"},{\"question\":\"What does the paper mean by “dependency” in the foundations field?\",\"answer\":\"Foundations provides courses to other programs and takes enrollment from other departments without building independent programs or returning equivalent enrollment, leaving the field with limited institutional power.\"},{\"question\":\"What threats to social foundations does the paper highlight in the current climate?\",\"answer\":\"It points to tighter standards and standardization, neoliberal skepticism about teacher licensure, declining enrollment for licensure, reduced and isolated foundations faculty, diffused coursework coverage, and removal of foundations-focused issues from curricular pathways and standards.\"}]","Beyond Dependency - Strategies for Saving Foundations | PDF",1792089187]