Bøger i Studies in the History of Education serien

Provides an in depth overview of the history and nature of educational research by focusing on the relationship between educational research and the national agenda in the United States in the twentieth century with implications for the twenty-first century.

Harold O Rugg was professor at Teachers College, Columbia University, and a leader among the social frontier group that argued that schools should help to reconstruct society. This book discusses his life story and reveals the direction of schooling in American life. It provides historical perspective on the recurring struggles over education.

Gary, Indiana was founded in 1906 and was part of the US Steel Corporation's plan to build the world's largest steel mill. The city's school system became an example of progressivism until the 50s' overcrowding problems. Analyses follow.

This book investigates the anti-semitic foundations of Nazi curricula for elementary schools, with a focus on the subjects of biology, history and literature.

This book is the story of the Japanese American (Nisei) students who were interned by order of President Franklin D Roosevelt during the second world war.

Traces the history of Japanese language schools in America, focusing on the efforts of the Japanese community in California to maintain its linguistic and cultural heritage during the period from the early 20th century to WWII, and surveying conditions during the war and in the postwar era up to th

Intends to sample the projects and individuals involved with the New Social Studies (NSS) in an attempt to provide an understanding of what came before and to suggest guidance to those concerned with social studies reform in the future - especially in light of the standardization of curriculum and assessment underway in many states.

Social Reconstruction as a philosophy, stream of thought or ""official program"" is often synonymous with Depressioners Progressivism. This is a comprehensive treatment of Social Reconstruction, which examines its proponents, political nature, and social justice programs born of and within the tumultuous context of progressive politics.

This first book in this series offers a comprehensive treatment of Social Reconstruction, which include chapters that examine its proponents, political nature, and social justice programs born of and within the tumultuous context of progressive politics.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1998. This book examines the ideas of two of the most controversial radical heroes of adult education, Antonio Gramsci and Paulo Freire, gauging their significance for the development of a radical politics of adult education in the post-Soviet, post-apartheid new world order. Gramsci offers a noble vision of the role of adult education in the creation of revolutionary Marxist hegemony; but the cause he lived and died for has all but collapsed. Nevertheless, his distinction between common sense and good sense, his theory of the intellectual and his concept of hegemony bear scrutiny today. In Freire''s pedagogy of the oppressed, the relationship between leader and followed, teacher and student, is problematic and this book questions whether his pedagogy has the liberating potential he envisioned. The author considers and rejects the linkage of Gramsci''s and Freire''s ideas in the adult education literature. Nonetheless, Gramsci and Freire have huge symbolic importance as radical heroes in an under-theorized and marginalised field. The study highlights a problem with the radical hero phenomenon: when individuals become icons, their ideas cease to be open, and new insights do not emerge as challenge becomes inadmissible and debate dies. While neither Gramsci nor Freire can provide us with answers, Gramsci helps us address the difficult questions of purpose and content in the politics of adult education.

The notion of education as "preparation for one's station in life" is explored in these essays. They look at what constituted education for women in early modern Europe and show the gender-specific nature of teaching.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

The importance of this book comes from building upon and improving the historical literature on the liberal arts movement in specific, and higher education curricular reform in general.

The authors of this volume look at the academy, America's prevalent form of higher schooling in the 18th and 19th centuries, highlighting its role in the formation of middle-class social networks and culture during that period.

A concise social history of teaching from the colonial period to the present. It places important topics such as discipline in the classroom, technology and cultural diversity within historical perspective.

This book examines the ideas of two heroes of adult education, Antonio Gramsci and Paulo Friere, gauging their significance for the development of a radical politics of adult education in the post-Soviet, post-Apartheid new world order.

A comprehensive treatment of the defining issues (race, class, reform) regarding education in this century of the American South. The approaches range from historiacl comparisons to case studies.

The fourth and final in the "Studies in History of Education in England" this volume examines the changes and developments in the British education system from the Second World War to the eve of the millennium. Education has always been a battlefield and never more so than in Britain in the second half of the twentieth century. Simon argues that educational policy usually reflects the outcome of a struggle between progressives who see reform as a first step towards social change, and conservatives who prefer a stratified system which reflects existing social divisions. It documents the changes that took place as the result of these battles: it begins with the 1944 Education Act and the massive extension of educational opportunity that took place in the postwar period; it then deals with the subsequent prolonged debates about comprehensive education, and other measures of liberalisation during the 1960s and 1970s; and it ends with the years of Conservative government, the 1980s and 1990s, when systematic attempts were made to reverse the advances that had been made during the earlier period. Winner of the History of Education Society Prize 1991-92 Winner of the Standing Conference for Studies in Education Prize 1991-92