Outside in : minorities and the transformation of American education
著者
書誌事項
Outside in : minorities and the transformation of American education
Oxford University Press, c1989
- : hard
- : pbk
大学図書館所蔵 全44件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
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注記
Bibliography: p. [255]-298
Includes index
内容説明・目次
- 巻冊次
-
: hard ISBN 9780195037906
内容説明
This is a book about American education and the various attempts, since the end of the 19th century, to assimilate different ethnic, cultural, racial, and sexual groups into the American way of life. The focus is on American high schools. The first three chapters deal with the ways American public schools absorbed immigrants into the educational process from around the turn of the century until the 1920s. While schools hoped to teach democracy to the new Americans, the actual educational process had other results. In one fascinating chapter Fass looks at New York City high school yearbooks between 1931 and 1947 and discovers the way students divided in extracurricular activities by ethnic persuasion. Succeeding chapters deal with blacks from the 1930s to the 1960s, women from the 1940s to 1960s, and parochial schools as an example of a school system that consciously encouraged ethnic diversity. The book represents a highly original social history of American education.
- 巻冊次
-
: pbk ISBN 9780195071351
内容説明
Ever since the massive immigration from Europe of the late 19th century, American society has accommodated people of many cultures, religions, languages, and expectations. The task of integration has increasingly fallen to the schools, where children are taught a common language and a set of democratic values and sent on their ways to become productive members of society. How American schools have set about educating these diverse students, and how these students'
needs have altered the face of education, are issues central to the social history of the United States in the 20th century.
In her pathbreaking new book Paula S. Fass presents a wide ranging examination of the role of "outsiders" in the creation of modern education. Through a series of in-depth and fascinating case studies, she demonstrates how issues of pluralism have shaped the educational landscape and how various minority groups have been affected by their educational experiences.
Fass first looks at how public schools absorbed the children of immigrants in the early years of the century and how those children gradually began to use the schools for their own social purposes. She then turns to the experiences of other groups of Americans whose struggles for educational and social opportunities have defined cultural life over the last fifty years: blacks, whose education became a major concern of the federal government in the 1930s and 1940s; women, who had access
to higher education but were denied commensurate job opportunities; and Catholics, who created schools that succeeded both in protecting minority integrity and in providing Catholics with a path to American success. Along the way, she presents a wealth of fascinating and surprising detail. Through
an examination of New York City high school yearbooks from the 1930s and 1940s, she shows how a student's ethnic identity determined which activities he or she would engage in and how ethnicity was etched into schooling. And she examines how the New Deal and the army in World War II succeeded in educating large numbers of blacks and making the inequalities in their educational opportunities a critical national concern.
A sweeping and highly original history of American education, Outside In helps us to understand how schools have been shaped by their students, how educational issues have merged with wider social concerns, and how outsiders have recreated schooling and culture in the 20th century. By opening up new historical terrain and rejecting a vision of outsiders as merely victims of American educational policy, the book has important implications for contemporary social and educational
issues.
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