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"Education for Empire examines how American public schools created and placed children on multiple and uneven paths to "good citizenship." These paths offered varying kinds of subordination and degrees of exclusion closely tied to race, national origin, and US imperial ambitions. Public school administrators, teachers, and textbook authors grappled with how to promote and share in the potential benefits of commercial and territorial expansion, and in both territories and states, how to apply colonial forms of governance to the young populations they professed to prepare for varying future citizenships. The book brings together subjects in American history usually treated separately--in particular the formation and expansion of public schools and empire building both at home and abroad. Temporally framed by the 1882 Chinese Exclusion and 1924 National Origins Acts, two pivotal immigration laws deeply entangled in and telling of US quests for empire, case studies in California, Hawaii, Georgia, New York, the Southwest, and Puerto Rico reveal that marginalized people contested, resisted, and blazed alternative paths to citizenship, in effect destabilizing the boundaries that white nationalists, including many public school officials, in the United States and other self-described "white men's countries" worked so hard to create and maintain"--Provided by publisher.
"What kind of citizen is no ordinary education book. By drawing on accessible and engaging discussions around the goals of schooling, it is imminently readable by a broad public. Neither fluff nor polemic, the theory and practice described in the book are based in solid empirical research and come out of the most influential frameworks for citizenship and democratic education of the last several decades (the "Three Kinds of Citizens" framework that emerged from collaboration between the author and Dr. Joseph Kahne as well as consultations with thousands of school teachers and civic leaders.) - This framework has been used in 67 countries to help teachers and school reformers think about how to structure educational programs and how schools can strengthen democratic societies. - This book pulls together a decade of research on schools into one place giving the reader a comprehensive look at why schools should be at the forefront of public engagement and how we can make that happen"--
American Educational Thought: Essays from 1640-1940 contains primary source readings from the mid 1600s to 1940. The goal of the work is to provide teachers, contemporary scholars of education, and policymakers with the most significant arguments made on the subject of American education during this time period. In this second edition of the book, the editors have included numerous new works that open up new possibilities for discussion, represent more wide-ranging viewpoints, and provide even richer context for making sense of American educational thought.
"Education in America introduces readers to social inequality in education in the U.S. The book highlights findings from current, rigorous sociological research, covering patterns and trends in inequality in education by socioeconomic background, race, and gender, and framing them in the context of current issues and controversies such as expanded accountability and school choice policies. This book sheds light on the complexity of inequality in schools--that inequality is difficult to attribute to a single factor or explanation, and that it works differently by socioeconomic status, race, and gender. This complexity, in turn, complicates possible overarching policy solutions"--Provided by publisher.
An indictment of the American educational system criticizes the fact that the system has discarded the traditional goals of transmitting knowledge and fostering cognitive skills in favor of building self-esteem and promoting social harmony.
Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.