EDUCATION FOR INDUSTRIAL AND POSTINDUSTRIAL PURPOSES

This article begins from the assumption that educational policy and pr actice are the result of hegemonic struggles and that these struggles are particularly intense during periods of economic change. The study therefore examines the positions of various educational ''stakeholders '' with respect to educational reform in Ontario, Canada, during two p eriods of capitalist crisis. The first period, in the late 1800s, invo lved efforts to establish industrial education programs in Ontario pub lic schools. The second period from approximately 1970 until the prese nt, involves more recent business-led reform activities The analysis c ompares the mobilizing campaigns and rhetoric of business groups, as w ell as the response of other educational stakeholders, and suggests im plications for interventions into policy-making processes.