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In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.
What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ‘common school’, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.
"This is an excellent text in the field of U.S. educational history. The author does a great job of linking past events to the current trends and debates in education. I am quite enthusiastic about this book. It is well-written, interesting, accessible, quite balanced in perspective, and comprehensive. It includes sections and details, that I found fascinating – and I think students will too." —Gina Giuliano, University at Albany, SUNY "This book offers a comprehensive and fair account of an American Educational History. The breadth and depth of material presented are vast and compelling." —Rich Milner, Vanderbilt University An up-to-date, contemporary examination of historical trends that have helped shape schools and education in the United States... Key Features: Covers education developments and trends beginning with the Colonial experience through the present day, placing an emphasis on post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, and school choice. Introduces cutting-edge controversies in a way that allows students to consider a variety of viewpoints and develop their own thinking skills Examines the educational history of increasingly important groups in U.S. society, including that of African American women, Native Americans, Latinos and Asian Americans. Intended Audience This core text is designed for undergraduate and graduate courses such as Foundations of Education; Educational History; Introduction to Education; Philosophy of Education; American History; Sociology of Education; Educational Policy; and Educational Reform in the departments of Education, History, and Sociology.
Pillars of the Republic is a pioneering study of common-school development in the years before the Civil War. Public acceptance of state school systems, Kaestle argues, was encouraged by the people's commitment to republican government, by their trust in Protestant values, and by the development of capitalism. The author also examines the opposition to the Founding Fathers' educational ideas and shows what effects these had on our school system.
Toward a New Common School Movement is a bold and urgent call to action.The authors argue that corporate school reform in the United States represents a failed project subverted by profiteering, corruption, and educational inequalities.Toward a New Common School Movement suggests that educational privatization and austerity are not simply bad policies but represent a broader redistribution of control over social life-that is, the enclosure of the global commons. This condition requires far more than a liberal defense of public schooling. It requires recovering elements of the radical progressive educational tradition while generating a new language of the common suitable to the unique challenges of the global era. Toward a New Common School Movement traces the history of struggles over public schooling in the United States and provides a set of ethical principles for enacting the commons in educational policy, finance, labor, curriculum, and pedagogy. Ultimately, it argues for global educational struggles in common for a just and sustainable future beyond the crises of neoliberalism and predatory capitalism.
The American republic will survive only if its citizens are educated--this was an article of faith of its founders. But seeking common civic ground in public schools has never been easy in a society where schoolchildren followed different religions, adhered to different cultural traditions, spoke many languages, and were identified as members of different "races." In this wise and enlightening book, filled with vivid characters and memorable incidents that make history but don't always make history books, David Tyack describes how each American generation grappled with the knotty task of creating political unity and social diversity. Seeking Common Ground illuminates puzzles about democracy in education and chronic conflicts that continue to make news. Americans mistrusted government, yet they entrusted the civic education of their children to public schools. American history textbooks were notoriously dull, but they were also highly controversial. Although the people liked local control of schools, educational experts called it "democracy gone to seed" and campaigned to "take the schools out of politics." Reformers argued about whether it was more democratic to teach all students the same subjects or to tailor curriculum to individuals. And what was the best way to "Americanize" immigrants, asked educators: by forced-fed assimilation or by honoring their ethnic heritages? With a broad perspective and an eye for telling detail, Tyack lets us see that debates about the civic purposes of schools are an essential part of a democratic culture, and integral to its future.
Esteemed historians of education David Tyack, Carl Kaestle, Diane Ravitch, James Anderson, and Larry Cuban journey through history and across the nation to recapture the idealism of our education pioneers, Thomas Jefferson and Horace Mann. We learn how, in the first quarter of the twentieth century, massive immigration, child labor laws, and the explosive growth of cities fueled school attendance and transformed public education, and how in the 1950s public schools became a major battleground in the fight for equality for minorities and women. The debate rages on: Do today's reforms challenge our forebears' notion of a common school for all Americans? Or are they our only recourse today? This lavishly illustrated companion book to the acclaimed PBS documentary, School, is essential reading for anyone who cares about public education.
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.