Originally published in 1987. This volume focuses upon the emergence of the subject-matter of the American school. This provides entrance to looking at the interplay between social, cultural, economic and professional interests that give form to contemporary school practices. The historical detail enables understanding of how school knowledge is shaped and fashioned by issues of structural continuity and social transformation.
This selection of chapters looks at how practices have been shaped by the struggles to define the American school curriculum in different subjects. The authors bring out how particular social values are made into ideologies; and examine the past to enable consideration of the possibilities for further development.
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vii | |
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1 The Formation of School Subjects and the Political Context of Schooling |
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1 | (24) |
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2 Becoming Scientific and Professional: An Historical Perspective on the Aims and Effects of Early Education |
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25 | (38) |
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3 Art Education as Social Production: Culture, Society and Politics in the Formation of Curriculum |
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63 | (22) |
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4 The Reader, the Scribe, the Thinker: A Critical Look at Reading and Writing Instruction |
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85 | (38) |
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5 Emergence of the Biology Curriculum: A Science of Life or Science of Living |
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123 | (22) |
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6 Mathematics Education in the United States at the Beginning of the Twentieth Century |
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145 | (31) |
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7 Need as Ideology: Social Workers, Social Settlements, and the Social Studies |
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176 | (14) |
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8 The First Crusade for Learning Disabilities: The Movement for the Education of Backward Children |
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190 | (20) |
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9 Why Is There Learning Disabilities? A Critical Analysis of the Birth of the Field in its Social Context |
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210 | (28) |
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Counter-Traditions and the Politics of Silence |
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10 Outside the Selective Tradition: Socialist Curriculum for Children in the United States, 1900-1920 |
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238 | (30) |
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11 Harold Rugg and the Reconstruction of the Social Studies Curriculum: The Treatment of the `Great War' in his Textbook Series |
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268 | (21) |
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| Notes on Contributors |
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289 | (2) |
| Index |
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291 | |
Thomas S. Popkewitz (born August 16, 1940) is a curriculum theorist and professor from the United States of America, on the faculty at the University of WisconsinMadison School of Education. His studies are concerned with the knowledge or systems of reason that govern educational policy and research related to pedagogy and teacher education. His research includes histories of the present, ethnographic and comparative studies of national educational reforms in Asia, Europe, Latin America, Southern Africa, and the US.
