ABSTRACT
This chapter explores the tensions between social mobility (a private good) and democratic equality and social efficiency (public goods) in greater depth, drawing on both historic and current conceptions of the goals and purposes of education. It draws examples from schools and insights offered by transformative school leaders to show how these tensions may be balanced and some challenges addressed. The chapter addresses the complex goals related to public and private goods. It examines the role of commercially packaged programs in today's climate of high stakes testing and reform and shows how they may inhibit the promotion of both private and public goods. Finally, the chapter examines how notions of post-modern community — community that takes into account changing demographics and multiple and conflicting values — can enhance the promotion of public goods.
