Bücher der Reihe Studies in the History of Education

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.

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.

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.

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.

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 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.

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

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.

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.