CurriCulum

5 6 ■ C h a p t e r 2involved. Schools compete for the support of parentsand students, and parents and students are freeto choose among schools. The system is built arounddecentralization, competition, and choice. 43To Chubb and Moe, teaching a common curriculumwould be an “imposition of higher-order values,” not anact of introducing students to the traditions, cultures, andknowledge that bind a country or community together—asat least one other curriculum tradition would argue.The application of free-market visions to education hasengendered such enthusiasm in some circles that the ideahas been presented as a panacea, by Chubb and Moe as wellas others, that will cure the ills that beset public schools. 44The more negatively that public institutions are presented inthese arguments, the more attractive the panacea becomes.For example, in “Corruption in the Public Schools: The MarketIs the Answer,” Neal McCluskey argues that vouchersare the solution that will at last revolutionize schooling inAmerica. He further argues that we must not taint the freemarketpanacea by watering it down with other initiatives.It will produce its cleansing effects when implemented onlyby itself. In McCluskey’s words, “choice must be a single,stand-alone reform because it completely revolutionizes howeducation is delivered, making a system controlled by governmentinto one controlled by consumers.” 45 After praisingthe work of Chubb and Moe, McCluskey’s dedication to asystems approach becomes evident when he writes, “Leavingeducation entirely to the market would likely provide thebest, most efficient educational system possible.” 46 McCluskey’sfree-market mind-set indeed appeals to those who wanta “quick fix” that promises a perfect system. What, however,is missing from this view? What does he omit in order topresent a simple vision?n What About Curriculum?Although they write a great deal about education, freemarketsystem builders ignore the most essential subjectin any discussion of education: curriculum. Not one of thefree-market-driven publications mentioned or quoted abovemakes even one reference to curriculum. Writers such asFriedman, Chubb, Moe, and McCluskey present themselvesas if they were experts in education, but they have nothing to