Educational TheoryVolume 61, Issue 4 p. 365-380 WHAT MAKES A PUBLIC SCHOOL PUBLIC? A FRAMEWORK FOR EVALUATING THE CIVIC SUBSTANCE OF SCHOOLING Chris Higgins, Corresponding Author Chris Higgins Department of Education Policy, Organization, and LeadershipUniversity of Illinois at Urbana-Champaign CHRIS HIGGINS is Assistant Professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign, 1310 S. Sixth St., Champaign, IL 61820; e-mail <crh4@illinois.edu>. His scholarship concerns the ethical dimensions of teacher identity, motivation, and development; transformative dialogue and the teacher-student relationship; and humanistic approaches to teaching, teacher education, and educational research. KATHLEEN KNIGHT ABOWITZ is Professor in the Department of Educational Leadership at Miami University, 304 McGuffey Hall, Oxford, Ohio 45056; e-mail <knightk2@muohio.edu>. Her scholarship utilizes political and moral philosophy to explore questions of community, the public, and civic aspects of K–16 schooling.Search for more papers by this authorKathleen Knight Abowitz, Corresponding Author Kathleen Knight Abowitz Department of Educational LeadershipMiami University CHRIS HIGGINS is Assistant Professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign, 1310 S. Sixth St., Champaign, IL 61820; e-mail <crh4@illinois.edu>. His scholarship concerns the ethical dimensions of teacher identity, motivation, and development; transformative dialogue and the teacher-student relationship; and humanistic approaches to teaching, teacher education, and educational research. KATHLEEN KNIGHT ABOWITZ is Professor in the Department of Educational Leadership at Miami University, 304 McGuffey Hall, Oxford, Ohio 45056; e-mail <knightk2@muohio.edu>. Her scholarship utilizes political and moral philosophy to explore questions of community, the public, and civic aspects of K–16 schooling.Search for more papers by this author Chris Higgins, Corresponding Author Chris Higgins Department of Education Policy, Organization, and LeadershipUniversity of Illinois at Urbana-Champaign CHRIS HIGGINS is Assistant Professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign, 1310 S. Sixth St., Champaign, IL 61820; e-mail <crh4@illinois.edu>. His scholarship concerns the ethical dimensions of teacher identity, motivation, and development; transformative dialogue and the teacher-student relationship; and humanistic approaches to teaching, teacher education, and educational research. KATHLEEN KNIGHT ABOWITZ is Professor in the Department of Educational Leadership at Miami University, 304 McGuffey Hall, Oxford, Ohio 45056; e-mail <knightk2@muohio.edu>. Her scholarship utilizes political and moral philosophy to explore questions of community, the public, and civic aspects of K–16 schooling.Search for more papers by this authorKathleen Knight Abowitz, Corresponding Author Kathleen Knight Abowitz Department of Educational LeadershipMiami University CHRIS HIGGINS is Assistant Professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign, 1310 S. Sixth St., Champaign, IL 61820; e-mail <crh4@illinois.edu>. His scholarship concerns the ethical dimensions of teacher identity, motivation, and development; transformative dialogue and the teacher-student relationship; and humanistic approaches to teaching, teacher education, and educational research. KATHLEEN KNIGHT ABOWITZ is Professor in the Department of Educational Leadership at Miami University, 304 McGuffey Hall, Oxford, Ohio 45056; e-mail <knightk2@muohio.edu>. Her scholarship utilizes political and moral philosophy to explore questions of community, the public, and civic aspects of K–16 schooling.Search for more papers by this author First published: 04 August 2011 https://doi.org/10.1111/j.1741-5446.2011.00409.xCitations: 8 THE ESSAYS IN THIS COLLECTION were originally developed for and presented at the Second Annual Educational Theory Summer Institute, held at the University of Illinois at Urbana-Champaign on August 16–18, 2010. This annual event provides an opportunity for scholars to spend three or four days in residence at the university to workshop their essays with colleagues from Illinois and elsewhere. We are now preparing for the Third Annual Summer Institute, and will be soliciting applications soon for the Fourth, to be held in summer of 2012. 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