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Vividly revealing the multiple layers on which print has been produced, consumed, regulated, and contested for the purpose of education since the mid-nineteenth century, the historical case studies in Education and the Culture of Print in Modern America deploy a view of education that extends far beyond the confines of traditional classrooms. The nine essays examine “how print educates” in settings as diverse as depression-era work camps, religious training, and broadcast television—all the while revealing the enduring tensions that exist among the controlling interests of print producers and consumers. This volume exposes what counts as education in American society and the many contexts in which education and print intersect. Offering perspectives from print culture history, library and information studies, literary studies, labor history, gender history, the history of race and ethnicity, the history of science and technology, religious studies, and the history of childhood and adolescence, Education and the Culture of Print in Modern America pioneers an investigation into the intersection of education and print culture.
Explores how a variety of print media—religious tracts, newsletters, cartoons, pamphlets, self-help books, mass-market paperbacks, and editions of the Bible from the King James Version to contemporary “Bible-zines”—have shaped and been shaped by experiences of faith since the Civil War
"Excellent. . . . The Education of Jane Addams provides a detailed, wonderfully complex analysis of Addams's ideas, life, and work."--Journal of American History
The brilliant, controversial, bestselling critique of American culture that “hits with the approximate force and effect of electroshock therapy” (The New York Times)—now featuring a new afterword by Andrew Ferguson in a twenty-fifth anniversary edition. In 1987, eminent political philosopher Allan Bloom published The Closing of the American Mind, an appraisal of contemporary America that “hits with the approximate force and effect of electroshock therapy” (The New York Times) and has not only been vindicated, but has also become more urgent today. In clear, spirited prose, Bloom argues that the social and political crises of contemporary America are part of a larger intellectual crisis: the result of a dangerous narrowing of curiosity and exploration by the university elites. Now, in this twenty-fifth anniversary edition, acclaimed author and journalist Andrew Ferguson contributes a new essay that describes why Bloom’s argument caused such a furor at publication and why our culture so deeply resists its truths today.
While race and culture remain important variables in how young people experience schools, they are often misunderstood by educators and school personnel. Building on three studies that investigated schools successful in closing the achievement gap, Tyrone Howard shows how adopting greater awareness and comprehensive understanding of race and culture can improve educational outcomes. Important reading for anyone who is genuinely committed to promoting educational equity and excellence for all children, this accessible book: Outlines the changing racial, ethnic, and cultural demographics in U.S. schools. Calls for educators to pay serious attention to how race and culture play out in school settings. Presents empirical data from schools that have improved achievement outcomes for racially and culturally diverse students. Focuses on ways in which educators can partner with parents and communities.
"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.
A riveting account of how Christian fundamentalists, Orthodox Jews, and conservative Catholics have joined forces in a battle against their progressive counterparts for control of American secular culture.
A full-scale historical treatment of the advent of printing and its importance as an agent of change, first published in 1980.
In the modern era, there arose a prolific and vibrant print culture--books, newspapers, and magazines issued by and for diverse, often marginalized, groups. This long-overdue collection offers a unique foray into the multicultural world of reading and readers in the United States. The contributors to this award-winning collection pen interdisciplinary essays that examine the many ways print culture functions within different groups. The essays link gender, class, and ethnicity to the uses and goals of a wide variety of publications and also explore the role print materials play in constructing historical events like the Titanic disaster. Contributors: Lynne M. Adrian, Steven Biel, James P. Danky, Elizabeth Davey, Michael Fultz, Jacqueline Goldsby, Norma Fay Green, Violet Johnson, Elizabeth McHenry, Christine Pawley, Yumei Sun, and Rudolph J. Vecoli