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Author: Ashley Rogers Berner Publisher: Springer ISBN: 113750224X Category : Education Languages : en Pages : 185
Book Description
This book argues that the structure of public education is a key factor in the failure of America's public education system to fulfill the intellectual, civic, and moral aims for which it was created. The book challenges the philosophical basis for the traditional common school model and defends the educational pluralism that most liberal democracies enjoy. Berner provides a unique theoretical pathway that is neither libertarian nor state-focused and a pragmatic pathway that avoids the winner-takes-all approach of many contemporary debates about education. For the first time in nearly one hundred fifty years, changing the underlying structure of America’s public education system is both plausible and possible, and this book attempts to set out why and how.
Author: Ashley Rogers Berner Publisher: Springer ISBN: 113750224X Category : Education Languages : en Pages : 185
Book Description
This book argues that the structure of public education is a key factor in the failure of America's public education system to fulfill the intellectual, civic, and moral aims for which it was created. The book challenges the philosophical basis for the traditional common school model and defends the educational pluralism that most liberal democracies enjoy. Berner provides a unique theoretical pathway that is neither libertarian nor state-focused and a pragmatic pathway that avoids the winner-takes-all approach of many contemporary debates about education. For the first time in nearly one hundred fifty years, changing the underlying structure of America’s public education system is both plausible and possible, and this book attempts to set out why and how.
Author: Jeffrey Mirel Publisher: Harvard University Press ISBN: 9780674046382 Category : Education Languages : en Pages : 388
Book Description
In this book, leading historian of education Jeffrey E. Mirel retells a story we think we know, in which public schools forced a draconian Americanization on the great waves of immigration of a century ago. Ranging from the 1890s through the World War II years, Mirel argues that Americanization was a far more nuanced and negotiated process from the start, much shaped by immigrants themselves.Drawing from detailed descriptions of Americanization programs for both schoolchildren and adults in three cities (Chicago, Cleveland, and Detroit) and from extensive analysis of foreign-language newspapers, Mirel shows how immigrants confronted different kinds of Americanization. When native-born citizens contemptuously tried to force them to forsake their home religions, languages, or histories, immigrants pushed back strongly. While they passionately embraced key aspects of Americanization—the English language, American history, democratic political ideas, and citizenship—they also found in American democracy a defense of their cultural differences. In seeing no conflict between their sense of themselves as Italians, or Germans, or Poles, and Americans, they helped to create a new and inclusive vision of this country.Mirel vividly retells the epic story of one of the great achievements of American education, which has profound implications for the Americanization of immigrants today.
Author: Jonathan Zimmerman Publisher: Harvard University Press ISBN: 9780674045446 Category : Education Languages : en Pages : 330
Book Description
What do America's children learn about American history, American values, and human decency? Who decides? In this absorbing book, Jonathan Zimmerman tells the dramatic story of conflict, compromise, and more conflict over the teaching of history and morality in twentieth-century America. In history, whose stories are told, and how? As Zimmerman reveals, multiculturalism began long ago. Starting in the 1920s, various immigrant groups--the Irish, the Germans, the Italians, even the newly arrived Eastern European Jews--urged school systems and textbook publishers to include their stories in the teaching of American history. The civil rights movement of the 1960s and '70s brought similar criticism of the white version of American history, and in the end, textbooks and curricula have offered a more inclusive account of American progress in freedom and justice. But moral and religious education, Zimmerman argues, will remain on much thornier ground. In battles over school prayer or sex education, each side argues from such deeply held beliefs that they rarely understand one another's reasoning, let alone find a middle ground for compromise. Here there have been no resolutions to calm the teaching of history. All the same, Zimmerman argues, the strong American tradition of pluralism has softened the edges of the most rigorous moral and religious absolutism.
Author: F. Graeme Chalmers Publisher: Getty Publications ISBN: 0892363932 Category : Art Languages : en Pages : 109
Book Description
“Educational trends will change and research agendas will shift, but art teachers in public institutions will still need to educate all students for multicultural purposes,” argues Chalmers in this fifth volume in the Occasional Papers series. Chalmers describes how art education programs promote cross-cultural understanding, recognize racial and cultural diversity, enhance self-esteem in students’ cultural heritage, and address issues of ethnocentrism, stereotyping, discrimination, and racism. After providing the context for multicultural art education, Chalmers examines the implications for art education of the broad themes found in art across cultures. Using discipline-based art education as a framework, he suggests ways to design and implement a curriculum for multicultural art education that will help students find a place for art in their lives. Art educators will find Celebrating Pluralism invaluable in negotiating the approach to multicultural art education that makes the most sense to their students and their communities.
Author: Johann N. Neem Publisher: JHU Press ISBN: 1421423219 Category : Education Languages : en Pages : 257
Book Description
The unknown history of American public education. At a time when Americans are debating the future of public education, Johann N. Neem tells the inspiring story of how and why Americans built a robust public school system in the decades between the Revolution and the Civil War. It’s a story in which ordinary people in towns across the country worked together to form districts and build schoolhouses and reformers sought to expand tax support and give every child a liberal education. By the time of the Civil War, most northern states had made common schools free, and many southern states were heading in the same direction. Americans made schooling a public good. Yet back then, like today, Americans disagreed over the kind of education needed, who should pay for it, and how schools should be governed. Neem explores the history and meaning of these disagreements. As Americans debated, teachers and students went about the daily work of teaching and learning. Neem takes us into the classrooms of yore so that we may experience public schools from the perspective of the people whose daily lives were most affected by them. Ultimately, Neem concludes, public schools encouraged a diverse people to see themselves as one nation. By studying the origins of America’s public schools, Neem urges us to focus on the defining features of democratic education: promoting equality, nurturing human beings, preparing citizens, and fostering civic solidarity.
Author: Patricia Hill Collins Publisher: Beacon Press ISBN: 9780807000182 Category : Education Languages : en Pages : 262
Book Description
In this fiercely intelligent yet accessible book, one of the nation's leading sociologists and experts on race calls for "another kind of public education"--one that opens up more possibilities for democracy, and more powerful modes of participation for young people of color.
Author: Victor H. Kazanjian Publisher: Peter Lang Incorporated, International Academic Publishers ISBN: Category : Education, Higher Languages : en Pages : 350
Book Description
A collection of 28 essays written by a range of educators, including presidents, deans, faculty members, students, and religious life professionals, on themes of religious pluralism and spirituality in higher education. Essays provide scholarly analysis, practical information, and inspiration for those who agree that higher education can combine both head and heart in the teaching and learning process and in campus and community life. Kazanjian is Dean of Religious and Spiritual Life and Co-Director of the Peace and Justice Studies Program at Wellesley College. Laurence is Co-Founder and Director of the Education as Transformation Project at Wellesley College. Material stems from a September 1998 meeting. The volume lacks a subject index. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Katie Day Good Publisher: MIT Press ISBN: 0262538024 Category : Education Languages : en Pages : 293
Book Description
How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.
Author: Ashley Rogers Berner Publisher: Harvard Education Press ISBN: 9781682538951 Category : Education Languages : en Pages : 0
Book Description
A revolutionary proposal for a conceptual and organizational framework for US public education that benefits all citizens. In Educational Pluralism and American Democracy, education policy expert Ashley Rogers Berner envisions a K-12 education system that serves both the individual and the common good. Calling for education reform that will enable US public schools to fulfill the longstanding promise of American education, Berner proposes a radical reimagining of both the structure and content of US public school systems. She urges policymakers to embrace educational pluralism, an internationally common model in which the government funds diverse types of schools that deliver more universal content. Providing an incisive assessment of democratic education throughout the world, Berner argues that educational pluralism can build students' exposure to diverse viewpoints and shared knowledge within distinctive school communities. She shows how pluralism steers a middle path that enables equitable access, promotes academic excellence, and avoids the zero-sum games that characterize US education policy. Pluralism, she observes, will ultimately serve democracy by defusing polarization and increasing social mobility, political tolerance, and civic engagement. In this thought-provoking proposal, Berner lays out a roadmap for big-picture reform, expertly delineating the mechanisms through which educational norms can change. A practical conclusion describes concrete moves that advocates can pursue to garner support and advance new legislation.
Author: Ashley Rogers Berner
Author: Ashley Rogers Berner
Author: Jeffrey Mirel
Author: Jonathan Zimmerman
Author: F. Graeme Chalmers
Author: Johann N. Neem
Author: Patricia Hill Collins
Author: Victor H. Kazanjian
Author: Joan Roelofs
Author: Katie Day Good
Author: Ashley Rogers Berner